Beruflich Dokumente
Kultur Dokumente
WITHIN
Massachusetts Department of Higher Education
October 2013
OUR SIGHTS
INTRODUCTION
THE VISION
THAT DRIVES 2 LETTER FROM THE
COMMISSIONER
Higher Education Commissioner
We will produce the best-educated Richard M. Freeland reflects
citizenry and workforce in the nation. on this exceptional year
for Massachusetts public
We will be national leaders in research higher education.
that drives economic development.
MASSACHUSETTS PUBLIC
4 A FOCUS ON
HIGHER EDUCATION RESULTS
29 CAMPUSES Massachusetts campuses
15 COMMUNITY COLLEGES
9 STATE UNIVERSITIES
continue their quest
5 UNIVERSITY OF for national leadership
MASSACHUSETTS CAMPUSES
among state systems of
300,000 STUDENTS public higher education.
40,000 FACULTY AND STAFF
On the Cover
The gatehouse at
MassBay Community College
FEATURES
15 COLLEGE PARTICIPATION
What does it mean to be “ready”
65 RESEARCH
From genetic breakthroughs to
for life after high school? PreK–12 robotics testing, UMass
educators and higher ed faculty research is improving lives and
join forces to meet the state’s need driving economic development.
for an actual definition.
Featured
Closing
27 COLLEGE COMPLETION
Some campuses are scoring
throughout
Achievement Gaps
Innovative work is underway across
impressive results in their efforts the state to end inequitable
to help more students graduate educational outcomes among
in less time. students of different ethnicities,
genders and economic backgrounds.
41 STUDENT LEARNING
Massachusetts is leading a national 70 PHOTO CREDITS
effort to create a multi-state system
to assess student learning without
use of standardized tests. DATA
49 WORKFORCE ALIGNMENT
Campuses are building talent
71 DATA DASHBOARDS
This section provides a detailed
pipelines in health care, IT and other summary of Massachusetts public
high-demand fields by higher education’s standing, with
utilizing a new game plan for national comparisons and trends
workforce development. where available, in the key outcome
areas of the Vision Project.
59 PREPARING CITIZENS
The Commonwealth is the first state More data at
in the nation to track civic learning www.mass.edu/vpreport
at its public colleges and universities.
Letter from the Commissioner
This fiscal year, Massachusetts ranks among the top five states
in the nation in the increase of state appropriation for
public higher education over the previous year, a remarkable
shift from budget reductions seen in the recent past.
The bold leadership shown by Governor Patrick and the Massachusetts
Legislature was in response to two developments: concern about rising
college costs and a new sense of urgency about the need for excellence
in Massachusetts public higher education. The presidents of our
community colleges demonstrated an impressive response to calls from
the Patrick Administration and Legislature for more focus on workforce
needs and educational accountability. The president of the University of
Massachusetts, Robert Caret, played a leading role in advocating for
increased revenue through a groundbreaking 50-50 funding proposal linked
to institutional commitments to freeze fees. At the same time, state and
business leaders showed a compelling awareness of the role that our public
campuses play in educating the state’s future citizenry and workforce.
Two decades ago, it would have been unthinkable for Massachusetts public
higher education to aim for national leadership. These colleges and
universities were considered junior partners to private institutions in the
state’s higher education community.
Today our public campuses are being called upon to play the
leading role in educating the state’s future citizenry and
workforce. In the words of Governor Patrick, “We need all of
Massachusetts’ educational assets firing on all cylinders.”
To achieve the goal of becoming a national leader in public higher education,
the Legislature tied much of the increased FY2014 appropriation to
performance, with a new funding model for community colleges and
competitive grants to reward campuses with funding for projects
that advance Vision Project goals. Through this strategic agenda approved
by the Board of Higher Education in 2010, the campuses of the public
system have engaged in a unified effort to strengthen academic performance
in both educational achievement and research—while also holding
themselves accountable to the public for results.
Our drive for increased accountability also extends to our work to achieve
cost savings across our campuses. In 2012, the nine state universities and
15 community colleges formed the Partnership to Advance Collaboration
and Efficiency (PACE). To date, PACE has promoted cost savings and best
practices that have already generated significant savings in auditing services,
banking fees, membership fees, and procurement. This year the campuses are
partnering with the Department of Higher Education on a systemwide effort
to achieve efficiencies in the area of information technology.
Last fall’s Time to Lead: The Need for Excellence in Public Higher Education was the
first in a series of annual Vision Project reports which will provide “a full
accounting of where public higher education stands in comparison with
other states.” Although it is still too early to see major movement in system-
wide data, this year’s report contains powerful examples of campus-level
work to drive real change through innovations in teaching and learning,
successes that we intend to bring to scale.
This second annual report documents the current standing of Massachusetts
community colleges, state universities and UMass campuses with regard to
key academic and research-related outcomes and does not shy away from
detailing areas where improvement is needed.
But we believe that the goal of achieving national leadership among state
systems of public higher education is within our sights—and that the
work highlighted in these pages offers concrete evidence that the system is
well on its way to achieving them.
Sincerely,
Richard M. Freeland
Commissioner of Higher Education
3
“Brainpower is our signature economic edge, and failing to invest in that
in Massachusetts would be like Texas failing to invest in the oil industry or
Iowa failing to invest in corn. In Massachusetts we know in order to grow jobs and
unlock economic opportunity we must put a college education in reach of all
of our students. That’s why we will continue to push to fund our public higher ed
system at record levels.”
THE HONORABLE DEVAL L. PATRICK, GOVERNOR OF Massachusetts
A New Chapter Salem State University students hit the books in the
new Frederick E. Berry Library and Learning Commons, opened in 2013.
Vision Project
Timeline May 2010
2010–2013 Massachusetts Board of Higher
Key events and Education (BHE) approves
Vision Project performance
partnerships to date agenda for community colleges, September 2010
on our road to state universities & UMass 200 faculty and administrators attend
national leadership Vision Project launch conference supported
by Nellie Mae Education Foundation
March 2011
In a bid to improve college readiness,
BHE approves new standard for campus
admissions requiring four years of high
school math beginning in fall 2016 for
applicants to state universities, UMass
Introduction 5
KEY OUTCOME 1 College Participation
degrees to meet the state's Graduation and student success rates are
need for a highly educated at or slightly above the national average
and have remained flat for five years
citizenry & workforce
Massachusetts will need more graduates to meet
workforce needs—and must find ways to close
achievement gaps, some of which are even larger than
the national average.
Where We See Progress UMass Lowell and
Framingham State University have achieved significant
improvement in their graduation rates. Discover
their formulas for success beginning on page 28, and
explore the Vision Project metrics on page 74.
JUNE 2012
In a bid to improve college readiness, BHE
approves new standard for state university,
UMass admissions requiring three years of
high school science beginning in fall 2017
JULY 2012
Legislature increases Performance
Incentive Fund for FY13 to $7.5 million,
instructs DHE to develop a community
college funding formula based in
part on performance on Vision Project
goals, establishes new DHE Office SEPTEMBER 2012
of Workforce Coordination and new DHE releases Time to Lead, first Vision Project annual report
Rapid Response grants to advance including baseline data for measuring progress
Vision Project workforce agenda 11 campuses begin pilot Completion Incentive Grant program,
using financial aid to further Vision Project goals
DECEMBER 2012
BHE endorses Nursing & Allied Health Plan January 2013
to address state’s growing need for more In State of the State Address,
highly educated nursing workforce Governor Patrick calls for
historic levels of investment in
FY14 budget to increase MARCH 2013
affordability, achieve Vision Governor Patrick announces first-ever High
Project performance goals Demand Scholarships to students pursuing
careers in high-need fields
Introduction 9
Preparing
KEY OUTCOME 5 Citizens Where We Stand With a 2012 Board of Higher
Education vote to add Preparing Citizens as a
key outcome of the Vision Project, Massachusetts
became the:
1st state in the nation to include civic
learning and engagement
within the metrics used to assess the performance of its
public higher education system. This is already a
The Focus Providing strong focus of work for many campuses, 10 of whom
have received the Community Engagement Classification
students with the from the Carnegie Foundation for the Advancement
knowledge & skills of Teaching. At present 24 campuses collect, analyze
to be engaged, and share data regarding aspects of their students’
civic learning.
informed citizens
Where We See Progress A Task Force has
recently completed its recommendations to the Board
of Higher Education on how to develop a statewide
civic learning strategy. Meanwhile Mount Wachusett
Community College is finding that service learning
projects appear to boost retention rates by keeping
undergraduates on track to complete their studies.
Learn more starting on page 59.
Gaps
exist among students of different ethnicities and
economic status:
Across nearly all indicators of educational
success—with little movement in the past
five years
Closing these gaps is not only the right thing to do,
but it is also one of the most powerful strategies
to propel Massachusetts to national leadership in all
educational outcomes.
The Focus Closing Where We See Progress The success of
achievement gaps among Holyoke and Northern Essex Community Colleges in
increasing Latino enrollment (page 20) and of
students from different Bridgewater State University and Massasoit Community
ethnic, racial & income College in closing gaps in STEM fields (page 52) are
groups in all areas of two important examples of progress. But closing gaps is
so essential to the success of the Vision Project that
educational progress campus efforts in this area are woven into all Vision
Project-related work.
Look for this icon throughout this magazine
to learn more about campus efforts to close gaps
in College Participation, College Completion,
Student Learning and other work, and get the big picture
on achievement gaps through the wide array of metrics
on page 80.
July 2013
Legislature expands commitment
to public higher education
in FY14 budget, distributes OCTOBER 2013
community college funding
Within Our Sights, second Vision Project
via new performance formula,
annual report, is released at statewide
maintains Performance Incentive conference attended by over 400 faculty
Fund at $7.5 million and administrators from Massachusetts’
public colleges and universities
Introduction 11
KEY OUTCOME 7
Research #VisionWOS
Leading up to the release of this report, the DHE held a
Twitter photo contest, asking faculty, staff and students to
show us the people and places behind their campus' work
to achieve national leadership—and that the goal is "within
our sights." Here is just a small sampling of the enthusiastic
response. For more, search #VisionWOS on Twitter.
The Focus
Conducting research
that drives economic
development
SOURCES
1
Massachusetts Department of Higher
Education, Fall 2012
2
www.luminafoundation.org/stronger_
nation_2013/downloads/pdfs/
massachusetts-brief-2013.pdf
3
www9.georgetown.edu/grad/gppi/hpi/
cew/pdfs/massachusetts.pdf
who participated!
12 WITHIN OUR SIGHTS 2013 Vision Project Annual Report
“The data will take
some time to move,
FEATURES
but when I visit our
campuses I see faculty and
staff who share the
Vision and are personally
committed to reaching
the leadership goals we
have set for ourselves. The goals of the Vision Project are informed by the data,
We’re seeing some early but driven by the campuses. The following section tells
signs of change at individual the stories of hardworking faculty, staff and students at
campuses, which is very Massachusetts community colleges, state universities
exciting. I have no doubt
and UMass campuses who are committed to the pursuit of
that deeper and more
persistent system-wide
academic excellence and the goal of attaining national
results will follow.” leadership among state systems of public higher education.
Charles F. Desmond,
Chairman,
Massachusetts Board of
Higher Education
Introduction 13
1
Ready
PreK–12 Educators, Higher Ed Faculty
Define “Readiness” for College, Career
In one case the English Composition Sue Miller: It was nice to be asked Marie Breheny: What stood out for
course at our school is really a heavy, what we thought based on our me was looking at what the other
technical course on the skills of experience and expertise in terms colleges had produced and seeing
writing, whereas at the four high of college and career readiness. You that we were not alone in what our
schools, the English class was fo- have to remember that when the con- faculty and staff felt was important;
cused on the literature. And so with- versation started, higher education to see that other faculty also valued
out this conversation they wouldn’t was being blasted by policy groups the same things we valued. We
have been able to identify that gap. and industry about what we weren’t really had a sense of hope that
doing right. So it meant a great deal this final definition would indeed
Q. Next spring, Massachusetts
that the thoughts of our faculty and reflect the thinking of all the
will field test the first PARCC
the high school teachers were used to campuses together.
assessments, something that
actually craft the final definition.
arguably couldn’t happen without
the College and Career Readiness Christine Shaw: That’s an extremely
Definition in place. Do you feel important statement. In my 25 years
a sense of pride in having helped in education, it’s the first time
to create it? I’ve seen that kind of field-to-policy
integration.
Ellen Grondine: It’s exciting to see
a big change; it’s like pushing a
boulder up the hill. We were
trailblazers, to get it started.
About six years ago, Holyoke Frank Discussion. I remember a How Did We Do This? Two words.
Community College bought a bus. humbling meeting not long after I Recruitment and retention. We not
Not a large one. Just a 20-seater. The arrived at HCC in 2004 with Edward only needed to do a better job draw-
HCC Express runs in the evenings Carballo, then the Holyoke school ing Latino students to campus, but
between campus and the largely superintendent. He said to me, “Bill, we needed to do a better job keeping
Latino neighborhoods in downtown you guys aren’t doing the job.” them here.
Holyoke, and it’s free. The bright
He was right. I knew the numbers. We have dozens of programs now
orange and yellow bus is more com-
In a city with a Latino population of that reach out to underserved
monly known around campus and
41 percent, HCC’s Latino enrollment populations, including students
around the city by its Spanish name,
was a meager 14 percent. from low-income families who are
La Guagua pa’l College, literally, “the
often the first ones in their families
bus to college.” I can’t stress enough the importance
to attend college.
of campus leadership standing up
Naturally, La Guagua’s most im-
and articulating emphatically that For example, eight years ago, our
portant purpose is transporting
increasing Latino student enrollment admissions office started AVANZA 2
students who might not otherwise
must be an institutional priority. College, a program that walks
be able to get to school. It’s also a
students and their families through
mobile billboard. “Encuentra lo mejor A Turnaround. Today, the numbers
the college registration, transfer
de ti!” the message says on the side. look a lot different. From fall 2006
and financial aid process. A few years
“Find the best in you!” to fall 2012, we’ve boosted our
ago, we opened an Adult Learning
enrollment of Latino students from
In a way, the bus also represents Center in downtown Holyoke above
866 (full- and part-time) to 1,465,
HCC’s commitment to the Latino the bus station in a building called
an increase of nearly 70 percent, and
community, providing access to a the Picknelly Adult and Family
Latinos now make up about 21
traditionally underserved popula- Education Center. Here, we run
percent of our students.
tion and creating pathways—routes, pre-GED and GED-preparation
so to speak—to a college education.
courses, ESL classes and other adult stepped up our advising services,
basic education programs. We introduced career counseling for
also run academic support programs freshmen, and made attendance at
for 7th and 8th graders in the orientation mandatory for incom-
Holyoke Public Schools. ing students. Over the past five years,
we’ve seen our retention rate for
first-time, full-time, Latino students
increase from 48 to 53 percent.
The Power of
Personal Outreach By Lane Glenn, President
What a difference a year makes. population that’s 74 percent Latino, increased hiring of minority faculty
From the fall of 2011 to the fall Lawrence, home to one of our and staff, enhanced tutoring and ad-
of 2012, Latino enrollments at two campuses, has more Latino vising, and professional development
Northern Essex Community College residents than any other community for faculty focusing on the needs of
increased 16.2 percent. Latinos now in Massachusetts. Latino students.
represent 34 percent of our student
Reaching Out. In the past two years, Achievement of Distinction.
population, a 76 percent increase
the college has expanded its part- Two years ago, the college became
in five years. And I am proud to
nerships with public schools and one of only three in Massachusetts—
report that despite the challenges,
community organizations that reach and the only public campus—to
the college is graduating more Latino
Latino audiences, delivering a mes- receive a federal Title V grant for
students; the number of degrees
sage about the importance of higher Hispanic Serving Institutions (HSI),
and certificates awarded to Latinos
education and the cost benefits of which helped fund a Student Success
rose from 98 in 2007–08 to 281 in
starting at a community college. Center in Lawrence. This center
2012–13, a 187 percent increase.
Enrollment counselors now visit connects students with college
This tremendous growth is the result Lawrence High School once a month, resources and helps them work
of a focused effort to address the for example, rather than once a through non-academic barriers to
needs of the communities we serve. semester. Outreach to Latino college success, which can include
The percentage of Latinos in the students has also become personal, child care, housing, financial, and
population of Essex County, which combining in-person meetings, mental health issues.
includes the majority of cities and phone calls, emails, and mail. The
The center works aggressively to help
towns in the college’s primary service college also has launched a number
students succeed through efforts
area, rose from 11 percent in 2000 of initiatives designed to improve re-
such as a faculty mentor program,
to 17 percent in 2010. And with a tention of Latino students, including
intensive advising which targets the
This tremendous
growth is most at-risk students, and a Summer Access & Opportunity. Providing a
the result of a Bridge Program to prepare Latino
high school grads for their freshman
college education to Latino residents,
along with a full complement of
focused effort year in college. support services, is tremendously
important to us at Northern
Since the Student Success Center
to address the opened in November of 2011, over
1000 students have utilized its
Essex. By 2020, 72 percent of jobs
in Massachusetts will require
communities
growing number of Latinos living
from the fall of 2012 to the spring
and working in the Merrimack Valley
of 2013 had a 78.2 percent retention
have access to the educational
we serve.” rate, as compared to a similar group
of students who had minimal
programs that will lead to well-
paying careers.
engagement with the center and had
a 65.8 percent retention rate.
Quick Take
Early College Students at Mount
Wachusett Community College’s
Pathways Early College Innovation School earn
both their high school diploma and an associate’s
degree. Thirty-one percent of the first graduating
class and 53 percent of the second graduating
class made the Dean’s List or President’s List.
Seventy-one percent of Pathways
students are low-income or
first-generation college students.
Two Campuses,
Ten
Strategies
for Success
In the job market, college credentials serve as a kind of vaccine,
protecting individuals with advanced degrees against the chance of job
loss and financial ruin. College completion is a predictor of future
civic participation, and of a graduate’s ability to pay off student loans.
Graduation rates are And, for business and industry, the supply of skilled graduates ready
to work in knowledge-based sectors is key to determining whether a
hard to increase company grows deep roots in Massachusetts or moves elsewhere.
without a substantial For all of these reasons, the Vision Project goal of national leadership in
and sustained effort. College Completion is critical to the well-being of the Commonwealth.
(For a look at where Massachusetts stands in relation to leading states,
The work of these
see page 74.)
universities makes the
Two Standout Institutions. While all public colleges and universities are fo-
case that raising cused on completion, two universities have shown particular improvement in
graduation rates, while six-year graduation rates of first-time, full-time freshmen. At the University
of Massachusetts Lowell the graduation rate increased 9.8 percent between
difficult, can be done,” fall 2007 and fall 2012. At Framingham State University, the six-year rate
says Stan Jones, increased 8.9 percent during the same period (Source: USDOE/IPEDS).
president of Complete “I am very impressed with these significant increases,” says Stan Jones,
president of Complete College America. “Graduation rates are hard to
College America. increase without a substantial and sustained effort. The work of these
universities makes the case that raising graduation rates, while difficult,
can be done.”
Academic leaders at both campuses agree that a multi-faceted strategy
involving the entire campus community—especially faculty—produced the
promising results.
UMass Lowell “And that was a place the faculty students?’ And we said, ‘No, the
from page 31 balked,” Mandell remembers. “They students we have admitted, we want
The “DFW” Report. UMass Lowell said, ‘We have our best lecturers them to succeed.’”
has begun using spreadsheets to doing these larger classes, and if we
Faculty came up with the idea of a
track students who are getting D’s switch to smaller classes there will be
calculus “camp,” a three-week,
and F’s or withdrawing from chal- more inconsistency and we’ll have to
intensive program offered free of
lenging courses such as Calculus and hire more (part-time) adjuncts.' We charge to students who had received
Organic Chemistry. said, ‘That’s OK. We think it’s really
a D in calculus and were likely to
alienating to be in a class of 300
“The failure rates in Calculus for fail if they moved on to the next level.
where you can’t ask a question.’”
Engineering, a two-semester Eighty percent of the students
sequence, were between 60 and 70 The University also made placement who took the course passed it with
percent,” Mandell recalls. “We testing mandatory: “We said it’s not a grade of C or better.
met with the math department and an option to take the harder course
“And when the camp worked, that
we realized that by the time and fail.”
persuaded the faculty that they
students had gotten to calculus they “We had conversations with the could change the situation, rather
had already forgotten pre-calc.” faculty, encouraging them to think than blame the failure on the PreK–
The sequence was redesigned to inte- anew,” says Provost Abdelal. “And 12 system, which we don’t control,”
grate the two courses, and large lec- some of the faculty said, ‘Don’t you Abdelal observes.
ture classes with 300+ students were want us to weed out the weaker
reduced in size to 30–40 students.
Framingham State
from page 31
Streamlining Requirements,
Attacking Course Bottlenecks.
Framingham reviewed all academic
programs and found that additional
requirements were slowing student
progress toward completion.
“So we urged and cajoled the
department chairs and curriculum
committees to streamline, and
I’d say we’ve moved about a
third of our departments in this
direction,” Interim President Martin
says. “People delude themselves
in saying the more requirements we
have, the more prepared students
Faculty Play a Key Role. Dr. Vandana Singh speaks to students in her will be. There is no relationship
Principles of Physics II course at Framingham State. between the number of courses
required and academic rigor.”
COLLEGE Completion
TRANSFORMING
When Middlesex Community tion coursework are far less likely Innovative Campus Solutions. In
College Math Professor Mike to graduate. Of the Massachusetts 2011, Middlesex redesigned its devel-
Williamson thinks back to the way community college students who opmental math instruction, creating
he used to teach remedial math enrolled in fall 2006, 58 percent took a new sequence called RAMP-UP to
courses, he remembers Jonathan, at least one developmental math help students Review, Achieve, Mas-
an easy-going student with a pas- class. Sixty-eight percent completed ter and Progress into credit-bearing,
sion for theater who could not get the coursework, but only 31 percent college-level coursework. The new
through Algebra One. went on to complete a college-level approach, fully implemented two
math class within two years. Only years ago, breaks down semester-
“He was the nicest student,” William-
10 percent of full-time community long courses into modules. Students
son recalls. “And I’d say, ‘Jonathan,
college students who entered in work in computer labs and progress
we’re going to make it this time.’
fall 2004 and took even one devel- at their own pace while an instructor
And he’d say, ‘Yeah,’ and he’d come
opmental course graduated within and tutors float around the room.
back the next semester and try a lot
three years. Students are required to complete
harder, but you could see the bore-
four modules with a C or better,
dom setting in—because he had to “Of the 11,000 community college
but if they fail one, they only need
start all over again from the begin- students who took remedial math in
to repeat that particular module,
ning. What he needed was to work fall 2010, 9,000 have yet to pass
not the entire course. In fall 2010,
on the more challenging concepts in a credit-bearing course,” concludes
only 54 percent of the students who
the latter part of the course, but he a Task Force on Transforming
placed in the developmental math
started to skip because he was bored. Developmental Math Education
sequence were able to pass on to
Eventually, he just left. It was very convened by Higher Education
college-level work. Now, 66 percent
frustrating for me an instructor.” Commissioner Richard Freeland in
are succeeding.
2013. This fall, the Task Force will
“Bridge to Nowhere.” Finding ways to
ask the Board of Higher Education “I’ve had students who were out for
hang on to students like Jonathan
to consider new criteria for place- a couple of weeks, but they are able
is critical to the statewide goal of
ment into developmental education, to come back and recover (because
raising graduation rates. The data
as well as other recommendations of the modular approach to in-
make clear that students enrolled in
to accelerate students’ entry into struction),” says Williamson. “In a
remedial or “developmental” educa-
college-level coursework.
from page 35 helped design them. “Faculty are instruction is helping to move stu-
Collaborative Efforts. Funds having different conversations with dents faster to into jobs. Associate
from the grant (also known as the students that point in the direction Vice President for Academic Affairs
Massachusetts Community of completion. It’s opening up career Anthony Ucci, who formerly chaired
Colleges Workforce Development discussions.” the engineering department, notes
Transformation Agenda) have that while students do get diplomas,
Kirsten Daigneault, a member of
been used to developed 24 “there tend to be more placements
the Quinsigamond Community
“contextualized” developmental than there are graduates, a
College English faculty, used the
education modules which are wonderful position to be in.” But for
Information Technology module in
housed in a digital library and students stuck in the educational
her intermediate writing class, and
available for campus use. English quicksand of developmental math,
watched a disabled student discover
and math topics are based on real even the brightest employment
a potential career path for himself as
scenarios found in three top prospects can appear to be a mirage.
a help desk technician.
industries where many student With computer-aided instruction in
graduates will eventually land “We were able to talk about this as an
five labs funded by a Vision Project
jobs: health care, information entry point to an IT career for him,”
Performance Incentive Fund
technology, and advanced manu- she recalls. “It was like Willy Wonka
grant, Bristol’s engineering students
facturing. Design teams comprised finding the golden ticket.”
are able to do an average of 4.7
of campus and industry representa- Daigneault says the contextualized math modules in a semester, up
tives aligned the modules with skillsapproach helps students gain a from a maximum of four under
much clearer under- the old model.
standing of why partic-
“While only 60 percent of the stu-
ular skills are necessary
Daigneault says the contextualized dents were passing in the old devel-
for certain occupations,
opmental courses, now we’re looking
approach helps students gain a discoveries that she and
at rates where no one is failing the
other faculty believe
much clearer understanding of why will motivate them to entire course. It’s just how far you’ve
progressed,” Ucci notes. “And the
particular skills are necessary for work harder. Early data
average progress rate is 25 percent
certain occupations, discoveries that based on student satis- higher than it used to be.”
faction surveys shows
she and other faculty believe will that participants in the In the fall of 2013, Bristol will try
motivate them to work harder.” contextualized writing to speed up the developmental
classes were 22 percent sequence even more, using a pre-
needed for positions in home health more confident about their writing requisite model that injects algebra
care, web design, or quality control. skills and 22 percent more engaged lessons into a statistics course.
In the health care literacy module, and focused on their work than stu-
“Students will actually take algebra
for example, students might practice dents in traditional developmental
and statistics simultaneously, and
writing a rebuttal to an insurance education courses.
because they are coordinated, stu-
company that denied a claim, or
Fueling the Workforce. At Bristol dents will be able to get the algebra
translating a medical record into
plain English. The Common Core Community College, where 80–85 content they need just in time to use
percent of students test into it in the stats class. This will save
State Standards are “front and
developmental education courses, them a full semester.”
center” in the modules, says Barbara
the modularized approach to math
Treacy, an Education Develop-
ment Center (EDC) consultant who
MCLA
At the end of her first year how important it is to earn enough credits toward gradu-
at Massachusetts College ation right from the start,” says Cynthia Brown, MCLA’s
of Liberal Arts (MCLA), Vice President for Academic Affairs. ”Some of them need
student Rhea Werner pre-college courses to prepare them for college-level work,
was running behind in but those credits do not count toward graduation. So we
credits needed to graduate within four years. The Arts wanted to find a way to help them stay on track.”
Management major had not yet completed a math prep
During the fall 2011 semester, the program identified 28%
course that she would later need to enroll in college-level
of the MCLA first-year cohort who would benefit from 30-in-
math. When staff with the MCLA Center for Student
3 support. The students were offered additional academic
Success and Engagement (CSSE) encouraged Rhea to
advising, refresher workshops, tutors, and specialized
enroll in a summer course to help her stay on track for
courses—such as the one that Rhea enrolled in—in an
graduation within four years, she worried about a potential
effort to support them in earning 30 credits by the start of
three-hour commute to and from campus.
their second year. The strategy has paid off. In just two years,
MCLA’s worries were more long-term: What if students like MCLA has increased the number of students earning 30
Rhea fail to make it to graduation day? The question was at credits before the start of their second year from 30% in fall
the heart of a new college initiative to help such students 2010 to 63% in fall 2012.
earn 30 credits before the start of their second year.
For Rhea, what first appeared to be a challenge became
Launched in fall 2011 with a Vision Project Performance a highly rewarding experience. Her course was offered
Incentive Fund grant, the “30-in-3” program offers a online, easing her commuting fears. She enjoyed making
way for students to earn 30 credits in three semesters digital connections with her professor and classmates. She
before the start of their second year at MCLA. 30-in-3 obtained three more credits, giving her the desired 30, and
identifies and provides support to first-year students at she gained more focus, what she described as a “wake-up
risk of not earning enough credits to graduate within call” to the need to graduate on time.
four years. According to Charlotte Degen, MCLA Vice
“We’re very happy with the outcome for Rhea and other
President of Student Affairs, 30-in-3 was launched after
students,” remarks Brown. “This program sets high aspira-
college data showed that students who did not obtain
tions and supports the College Completion goals of the
30 credits by the beginning of their second year had lower
Vision Project. Moreover, it illustrates the positive impact of
persistence rates and took longer to graduate.
intentional advising on student success.”
“We have an opportunity and a responsibility to ensure that
all students, and especially first-year students, understand
both their academic “The Massachusetts Completion Incentive Grant Fund will,
I believe, play a crucial role in supporting the degree
and career aspirations,” completion aspirations of our low-income students,” says
President John O’Donnell of MassBay Community
says President John College. “The Grant reward makes a statement to them:
semester by semester, you’re succeeding, you’re earning
O’Donnell of MassBay credits, and you’re moving forward toward earning a
degree or certificate. Such grants help define the identity
Community College. of our students as academically successful and worthy
of investment, and they lay the base for increasing both
their academic and career aspirations.”
Habits of Mind A look inside the classroom at Fitchburg State University, an active participant in
the statewide AMCOA (Advancing a Massachusetts Culture of Assessment) project. Learn more about
this collaborative work to strengthen assessment in public higher education on starting on page 45.
Student Learning
A New Vision of
Learning Outcomes Assessment
Commencement season is a keen interest is the state’s decision learning in multiple ways, using
joyous time in the lives of to compare undergraduate student classroom-based work. Rather than
college students and their families. learning across disciplines, campuses, simply collect and evaluate course
Diplomas in hand, graduates and states without use of a high grades or test results, policy makers
head into the world with high stakes exit exam—to build a new as- and faculty participants favor assess-
hopes and a well-earned feeling of sessment model from the bottom up ments that will enable instructors to
“mission accomplished.” based on actual student work. use the evidence to make curricular
changes, rethink course design,
Like states across the nation, how- Traditional standardized assess-
and implement new classroom
ever, Massachusetts lacks the means ments typically measure a test-taker’s
teaching and learning methods—
to report out what these students ability to recall facts and figures,
all with an eye toward improving
actually learned during their college which is arguably less relevant in the
student learning.
years. Scores on assignments and digital age of on-demand informa-
final exams, the standards for which tion. Such measures provide little Beginning on the ground with
vary from campus to campus, pres- if any insight into students’ ability faculty, staff, and administrators
ent a decidedly narrow view. Without to internalize, interpret, apply, and from campuses across the
the ability to gauge what students transfer knowledge—yet it is this Commonwealth, new assessment
have learned and are prepared to do, more nuanced set of “higher-order programs built upon actual
it’s difficult to pinpoint stumbling thinking skills” that is most needed student work are being developed
blocks or improve instruction. to address complex problems in a and implemented within and
rapidly changing world. across majors, across institutions,
State of Assessment. Learning
and even across states. In the
outcomes assessment has been a The Massachusetts Model. The
words of Commissioner Freeland,
hot topic in higher education model embraced by the Massachu-
“This is the area of the Vision Project
circles for years, but Massachusetts’ setts Department of Higher Edu-
where we have truly begun to move
pioneering work in this area is cation and participating campuses
the needle nationally.”
drawing particular attention. Of allows students to demonstrate their
from page 43 tive for us to further build a culture we will be forced to live with state
the first two years of Vision Project- that supports honest reflection and mandates that do not support
related assessment work at the open discussion about where we deepening student learning but
Department of Higher Education. need to improve, and how, with a simply document it,” says
“The results show us that this non-punitive eye.” Commissioner Freeland.
approach can indeed work, that A second pilot study is planned for
future assessments using this fall 2014, with additional campuses
model can disclose patterns and and a larger sample size being drawn.
levels of student learning that Over the upcoming academic year, If successful, this ambitious
are informative and useful for intensive professional development
campuses and the state.” work will transform the fear
workshops are planned.
Approximately 350 samples of of accountability—narrowly
Crossing Borders. The Massachusetts
completed student work were LEAP State initiative also provided viewed as judging individual
collected—drawn from over 130 the framework for the Multi-State institutional performance
courses instructed by approximately Collaborative for Learning
120 faculty across the six participat- for funding purposes—to a
Outcomes Assessment to advance
ing institutions—and scored by assessment and allow for cross-state broader understanding of
22 faculty from across the system comparisons. Working with nine accountability to achieve a
using the corresponding LEAP partner states, the AAC&U, and the
VALUE Rubrics. Many of the 142 common purpose, which is to
State Higher Education Executive
faculty directly involved in the Officers (SHEEO), Massachusetts enhance student learning.”
pilot have already indicated they is focused on how best to develop
plan to rethink and redesign their assessment systems that: In contrast, Massachusetts'
assignments and teaching approach to assessment and
approaches to allow for better Present assessment outcomes comparisons across states
measurements and classroom in ways understandable by will allow each campus to articulate
practice to enhance learning. Given non-academic stakeholders; what level of learning it is trying
the course loads of these full- Center on using actual student to achieve, and to know when it has
time instructors, the initial pilot work, closely linked to been achieved. In short, state and
has the potential to impact the curriculum and to the instruction multi-state models of assessment
learning assessment of an estimated work of the faculty; and effectively change the terms of
4,000 students. engagement for all involved—with
Allow comparison of student
students the greatest beneficiaries.
“We (educators) need to continue to learning across state lines.
collect and celebrate data that helps
us improve,” observes Bob Pura, The motivation for the collaborative
President of Greenfield Community work among states comes from
College, following completion of the belief that governors and state
the pilot. “Indeed, while this is more legislators will continue to expect
the norm inside our classrooms, it is accountability from public
challenging at both the campus and higher education in the area of
state level with pushback that stems student learning.
from a longstanding protectiveness “If public higher education does not
of talking publicly about areas where succeed in developing a workable
needed improvements have been collaborative system for assessment,
identified. Nonetheless, it is impera-
from page 45 consultant who facilitated monthly education system. In its second year,
What might appear to be endless Advancing a Massachusetts the project moved to disseminating
rounds of conversation is, in Culture of Assessment (AMCOA) successful assessment practices, de-
fact, a painstaking process aimed at meetings and quarterly confer- veloping a bank of web-based assess-
constructing a new system of ences during the project’s first two ment resources, and creating a cadre
student learning assessment in years. “I think AMCOA members of campus-based assessment leaders.
Massachusetts. (See page 42 for were amazed that someone would Faculty, Maki says, have continued
more on this work.) Unlike many actually stand up and share their to clamor for more opportunities to
assessment models, this one is rising institutional results! But it’s those score student work.
from the ground up, its foundation moments that have made the differ-
“Two of our conference co-chairs,
firmly rooted in faculty experience ence in this project, being able to say,
Ellen Wentland at Northern Essex
and perspective. ‘This is what we’ve learned, and this
Community College and Judith
is what we have to do to improve the
Seeds of Partnership. “The icebreaker Turcotte at Holyoke Community
patterns of student work.’”
for us occurred when a campus at College coined the phrase, ‘Do
one of these meetings shared its Statewide interest in AMCOA meet- You See What I See (in evaluating
findings about scoring student work ings has been intense, productive student work)?’” explains Maki.
for writing,” recalls Peggy Maki, a and engaging of faculty across all “This is a very important step in de-
nationally recognized assessment three sectors of the public higher signing a new assessment system.”
Workforce Development
Building
the Talent
“How many nurses do we need?”
That was the question David Cedrone
kept asking when he arrived at the
Department of Higher Education
three years ago to lead its workforce
development efforts. He was armed
with a mandate to focus on health
care and other high-demand sectors
of the Massachusetts economy,
where industry forecasts based on
labor market projections showed
impending shortages of graduates in
critical fields, nursing among them.
The nursing shortage was a loom-
ing challenge given the state’s aging
population and the profession’s
increasingly complex demands. As the
health care system continued its
transition from an acute-care model
to a community-based care model,
nurses would need education in
advanced technology and gerontol-
ogy among other priorities to help
patients manage disease diagnoses
and treatment plans.
“Innovative and Aggressive.” That’s how President Patricia Meservey
describes Salem State University’s approach to meeting nursing workforce needs.
Bridgewater State University is earning an A for effort in The investment in this pedagogical approach appears to
its bid to reduce the number of students who fail or with- be paying off. The percentage of students earning D’s, F’s
draw from science classes. In 2010, the campus won a $1 or withdrawing from Physics 244, for example, declined 23
million, five-year grant from the National Science Foun- percent after the introduction of the new learning supports.
dation to boost learning outcomes in math and science Similarly strong declines in failure rates were seen in Chem-
courses. The project, called STREAMS (Student Retention istry and Biology classes. Student retention in physics, biol-
Enhancement Across Mathematics and Science) uses ogy and chemistry, combined, increased from 63 percent to
Structured Learning Assistance (SLA) to improve learning over 72 percent in a single year.
outcomes in courses with high failure rates. The STREAMS
Bridgewater recently won a FY14 Vision Project Perfor-
model employs undergraduate peers to lead inquiry-based
mance Incentive Fund grant to expand the STREAMS
learning activities in introductory science courses. Physics
project to seven other departments, using assessment data
and chemistry professors have also reduced class lectures in
to identify high failure rates and map a plan for structural
favor of more interactive learning techniques.
change in teaching and student support.
from page 53
in nursing, they will complete an
additional 25 credits at North Shore
To give LPNs credit for and then 30 credits at Salem. This
program, also launched with a
their education and Department of Higher Education
Nursing Education Redesign grant,
of mine,” says Linda McKay, from North Shore last spring and
was immediately hired as an RN at
Worcester State has teamed with quite a distance, telling us that if in information technology. IT lead-
Fitchburg State University to accepted they are going to move to ers are also grappling with rapid in-
develop curriculum for a regional Fitchburg to do the program.” dustry changes and the need to keep
LPN-to-BSN bridge program. Fitch- employees ahead of the curve.
Drawing Recognition. McKay and
burg took the lead with Montachu-
colleagues have been invited to “To me, that’s what is so different
sett Regional Vocational Technical
present their model at the National about how we are approaching
High School to create an accelerated
League for Nursing Education Con- workforce development today,”
pathway for LPNs to achieve their
ference in Washington this fall. “We says Cedrone. “We’re engaging
baccalaureate degrees. Assabet
are very excited and extremely proud” industry leaders in what’s happening
Valley and Bay Path voc-tech
to be asked to present, McKay says. on the macro level and then
schools later joined the effort, and
drawing out of that what it might
nursing faculty from the five institu- Statewide, a new nursing education
imply for workforce strategies. It
tions worked together to develop transfer compact is being designed
gives us a better sense of what we
curriculum. The first cohort of 18 to create a universal pathway from
need to do at our campuses and
students has received 18 credits for two-year to four-year nursing pro-
in employer communities. What are
their LPN education, dramatically grams. The compact will help ensure
the supports and inducements to
shortening their time to degree. that incumbent nurses with associ-
help incumbent workers advance
ate’s degrees don’t have to retake—
“To give LPNs credit for their educa- in their education? We need to be
and pay for—courses when they enter
tion and thus not require them to re- in constant dialogue with industry
a university nursing program.
peat content they have already mas- leaders to answer such questions.
tered has long been a dream of mine,” The strategic workforce plan for We’re not just a supplier. We’re a
says Linda McKay, chair of Fitchburg nursing, just barely a year old, has strategic partner. Big difference.”
State’s nursing department. “We’ve been so well received that it is now
had prospective students come from being used as a model for planning
STUDENT SPOTLIGHT
Learning to Lead Civic learning and participation are integral to the student
experience at Mount Wachusett Community College. Learn more on page 60.
E
TURN
E F CH
LS
O
T
AN E
G
ssio n
M oun
When Mount Wachusett
Mi
tW
Community College graduate
ch
ng
Neisha Boulanger crossed
i
a
at the Mount,
the stage last May to receive her
and as a parent use a r n
associate’s degree in human services,
she was wearing more than a cap
volunteer for the tt ’s Civic L e
Junior ROTC program at than 80 percent of
and gown and a big smile. Around
a local vocational technical high the Mount’s students
her neck was a heavy, bronze me-
school—all while working towards destined to remain in Central Mas-
dallion signifying her achievement
her degree and raising sachusetts, the campus has felt a
in the area of civic learning and
three children. responsibility to educate them about
engagement. Watching with pride
was Fagan Forhan, the Mount’s “I have such pride and astonishment the workings of government and the
Director of Experiential Learning in our students,” Forhan reflects, importance of community engage-
Opportunities & Civic Engagement, “Some of them do 100 to 150 hours ment, so that, in Forhan’s words,
for whom Neisha logged 1700 hours of service learning over the course of “when they need to turn those wheels
as an AmeriCorps volunteer. In that a semester, and I watch them estab- of change, they know where to go
capacity, Neisha helped design and lish their own community connec- and how to do it.”
staff a new Students Serving Our tions as a result.” The knowledge, skills, values and
Students Office (SOS), which trains competencies of a civically minded
For Forhan and others who share
students to help peers through crises person,” Fagan believes, “are things
President Dan Asquino’s commit-
with housing, jobs and health care. that employers speak to as desirable
ment to civic learning—forged in
She also served as an intern for the qualities in a worker. I’ve had some
the aftermath of the 9/11 terrorist
United Way’s Youth Venture Pro-
attacks—those connections suggest a of our local employers tell me that
gram, a national program developed
deeply practical purpose to the work they’re happy to teach our students
of preparing citizens. With more how to build the widget, but that
they need them to come in already
knowing how to speak to people
who are different than them, and
Preparing Citizens
Research
Research
Page 4, courtesy of Salem State University Page 35, (all) courtesy of Massasoit Community College
Page 6, courtesy of UMass Dartmouth Page 39, courtesy of MassBay Community College
Page 9, (top) courtesy of Massasoit Community College, Page 50, courtesy of Salem State University
(bottom left) courtesy of North Shore Community
Page 52, courtesy of Massasoit Community College
College, (bottom right) Eric Haynes/Governor’s Office
Page 55, courtesy of Fitchburg State University
Page 10, Sarah Mealey/Massachusetts Department of
Higher Education Page 56, courtesy of Springfield Technical
Community College
Page 12, (top) @northshore_cc, (next row) @Fitchburg_
State, @middlesex_cc, (next row) @MtWachusett, Page 57, courtesy of BHCC Magazine
(next row) @NorthernEssex, @MassEducation Page 61, courtesy of Mount Wachusett
Page 23, (both) courtesy of Northern Essex Community College
Community College Page 63, (top) courtesy of UMass Dartmouth,
Page 25, (top) courtesy of Massachusetts College of (bottom) courtesy of Bristol Community College
Art & Design, (bottom) courtesy of Mount Wachusett Page 65, courtesy of UMass Amherst
Community College
Page 66, courtesy of UMass Amherst
Page 26, courtesy of Framingham State University
Page 67, courtesy of UMass Medical School
Page 29, (top) Joanne Sherburne/UMass Lowell,
(bottom) courtesy of Framingham State University Page 68, Joanne Sherburne/UMass Lowell
Page 30, courtesy of Framingham State University Page 70, courtesy of Holyoke Community College
Data Dashboards 71
1
College Participation
College Readiness Rates
With national comparisons and trends where available
On these metrics, longer bars indicate better performance.
Worse Better
Worse Better
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% MA Trend
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% MA Trend
% of HS Seniors Scoring
% of HS Seniors
Proficient Scoring
in Math 1
2009 N/A
Proficient in Math1 2009 N/A
% of HS Seniors Scoring
% of HS Seniors
Proficient Scoring
in Reading 1
2009 N/A
Proficient in Reading1 2009 N/A
Worse
On these metrics, longer bars indicate better performance. Better
Worse Better MA Trend
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% MA Trend
6-Year
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 6-Year
College Enrollment Rates of
CollegeHigh
Recent Enrollment
School Rates of 3
Graduates
Recent
Fall 2010 High School Graduates
3
Fall 2010
College Enrollment Rates of
College
18- Enrollment4Rates of
to 24-Year-Olds
18- to 24-Year-Olds
N/A
4
2009-2011 (Three-year average) N/A
2009-2011 (Three-year average)
% of HS Seniors Scoring
Proficient in Math1 2009 Worse Better MA Trend
-40 -30 -20 -10 0 5-Year
African-American/White Gap
% of HS Seniors Scoring N/A
Latino/White
Proficient Gap 1 2009
in Math
Parental Education Gap Gap
African-American/White
% of HS Seniors
Latino/White GapScoring
N/A
Proficient in Reading1 2009
Parental Education Gap
African-American/White Gap
% of HS Seniors Scoring N/A
Latino/White
Proficient Gap
in Reading 1
2009
Cohorts and Sources • 1 Cohort: Public high school seniors scoring proficient or higher in 2009 (most recent year available; update
based on 2013 test results expected in 2014). Source: 12th Grade National Assessment of Education Progress (NAEP), USDOE/NCES
• 2 Cohort: First-time, full-time, degree-seeking students who are recent Massachusetts public high school graduates and who enrolled in
remedial courses in fall 2012. Trend data spans 2007–2012. Source: MDHE • 3 Cohort: Recent high school graduates (graduated
within past year) enrolled anywhere (public or private, in state or out of state) as first-time, degree-seeking students in fall 2010. Trend
data spans 2006–2010. Source: USDOE/IPEDS, WICHE • 4 Cohort: 18- to 24-year-olds enrolled in college, at public or private institutions, in
2009–2011. Source: US Census Bureau, 2009–11 American Community Survey
Data Dashboards 73
2
College Completion
Graduation and Student Success Rates
With national comparisons and trends
On these metrics, longer bars indicate better performance.
Worse Better
MA Trend
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 5-Year
COMMUNITY COLLEGES
Six-Year Success Rate1 2009 N/A
STATE UNIVERSITIES
Six-Year Graduation Rate of
First-Time Freshmen2 2011
UMASS
Six-Year Graduation Rate of
First-Time Freshmen2 2011
STATE UNIVERSITIES
Six-Year Graduation Rate of N/A
Students Who Transfer In3 2011
UMASS
Six-Year Graduation Rate of N/A
Students Who Transfer In3 2011
African-American/White Gap
Latino/White Gap
UMASS
Six-Year Graduation Rate2
2009–11 (Three-year average) Worse Better
African-American/White Gap 0 10 20 30 40 50 60 70 80 90 100 MA Trend
Latino/White
UMASS Gap
Mean Scores on Graduate N/A
Entrance Exams9 Years vary
74 WITHIN OUR SIGHTS 2013 Vision Project Annual Report
First-Time
UMASS Freshmen 2011
2
STATE
Six-YearUNIVERSITIES
Graduation Rate of
First-Time FreshmenRate
Six-Year Graduation 2
2011of N/A
Bar Graphs
Students Who = LeadingIn
Transfer State(s)
3
2011 = Massachusetts = National Average
STATE UNIVERSITIES
UMASS
Six-Year Graduation Rate of N/A
MA Trend DataGraduation
Students
Six-Year = Improving
Who Transfer
Rate Performance
In3of2011 = Flat Performance = Declining Performance N/A
Students
UMASS Who Transfer In 3
2011
3
Student Learning
Six-Year Graduation Rate of
Students Who Transfer In3 2011
N/A
UMASS
Pass Rates on National N/A
Licensure
Pass RatesExams
7
Years vary
on National N/A
Licensure
UMASS Exams Years vary
8
Data Dashboards 75
4
Workforce Alignment
Trends and Projections in College Attainment
Massachusetts compared with 60% by 2010–2020 Goal
COMMUNITY COLLEGES
Associate’s Degrees in All Fields
16,000 Associate Graduates
14,000
12,000
10,000
8,000
6,000
Projected need
Predicted growth based on
4,000 current degree production and
future enrollment projections
2,000
Actual
Actual
Actual
0
2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020
STATE UNIVERSITIES
Bachelor’s Degrees in All Fields
STATE UNIVERSITIES
Bachelor’s Degrees in All Fields
14,000
12,000
10,000
8,000
6,000
Projected need
Predicted growth based on
4,000 current degree production and
future enrollment projections
2,000
Actual
Actual
Actual
0
2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020
UMASS
Bachelor’s Degrees in All Fields
16,000 Baccalaureate Graduates
14,000
12,000
10,000
8,000
6,000
Projected need
Predicted growth based on
4,000 current degree production and
future enrollment projections
2,000
Actual
Actual
Actual
0
2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020
Source for all Trends and Projections in College Attainment graphs • MDHE with data from WICHE, NCHEMS,
Georgetown Center for Education and the Workforce, USDOE/IPEDS.
Data Dashboards 77
4 Workforce Alignment (cont'd)
STATE UNIVERSITIES
STATE & UMASS
UNIVERSITIES & UMASS STATE UNIVERSITIES
STATE & UMASS
UNIVERSITIES & UMASS
Bachelor’s Degrees
Bachelor’s in Health
Degrees Care
in Health Practice
Care Practice Bachelor’s Degrees
Bachelor’s in Business
Degrees & Finance
in Business & Finance
80%80%
Above
Above 100%100%
Above
Above
60%60%
Above
Above 80%80%
Above
Above
40%40%
Above
Above 60%60%
Above
Above
LEADING STATES
LEADING STATES
20%20%
Above
Above 40%40%
Above
Above
MO SCMO INSC TNIN LA
TN LA
On Target
On Target STATES BELOW
STATES TARGET
BELOW TARGET 20%20%
Above
Above LEADING
LEADINGSTATESSTATES
20%20%
Below
Below On Target
On Target
STATES BELOW
STATES TARGET
BELOW TX
TARGET OH
TX NC
OH AZ
NC WI
AZ WI
STATES ABOVE
STATES TARGET
ABOVE TARGET
40%40%
Below
Below 20%20%
Below
Below
60%60%
Below
Below 40%40%
Below
Below
80%80%
Below
Below 60%60%
Below
Below MASSACHUSETTS
MASSACHUSETTS = 34% BelowBelow
= 34% TargetTarget
MASSACHUSETTS
MASSACHUSETTS = 59% BelowBelow
= 59% TargetTarget (Estimated 16,000 fewer Business & Finance
100%100%
Below
Below 80%80%
Below
Below (Estimated 16,000 fewer Business & Finance
(Estimated 22,000
(Estimated fewerfewer
22,000 Health Care degrees
Health Care degrees degrees will be
degrees willproduced than than
be produced needed by 2020)
needed by 2020)
120%120%
Below
Below will be
willproduced than than
be produced needed by 2020)
needed by 2020) 100%100%
Below
Below
STATE UNIVERSITIES
STATE & UMASS
UNIVERSITIES & UMASS
Bachelor’s Degrees
Bachelor’s in STEM
Degrees Fields
in STEM Fields
80%80%
Above
Above
60%60%
Above
Above
40%40%
Above
Above
20%20%
Above
Above LEADING STATES
LEADING STATES
TN INTN MO
IN GA
MO SC
GA SC
On Target
On Target STATES BELOW
STATES TARGET
BELOW TARGET
20%20%
Below
Below
40%40%
Below
Below
60%60%
Below
Below
80%80%
Below
Below MASSACHUSETTS
MASSACHUSETTS = 56% BelowBelow
= 56% TargetTarget
100%100%
Below
Below (Estimated 35,000
(Estimated fewerfewer
35,000 STEMSTEM
degrees
degrees
will be produced
will be than than
produced needed by 2020)
needed by 2020)
120%120%
Below
Below
Source for all Level of Alignment in High-Need Fields graphs • MDHE with data from WICHE, USDOE/IPEDS,
Georgetown Center for Education and the Workforce, USDOE Baccalaureate and Beyond Longitudinal Study.
Data Dashboards 79
6
Closing Achievement Gaps
On these metrics, shorter bars indicate better performance.
African-American/White Gaps Worse Better MA Trend
All available Massachusetts data -40 -30 -20 -10 0 +10 5-Year
COMMUNITY COLLEGES
Six-Year Success Rate 2011 N/A
COMMUNITY COLLEGES
Three-Year Graduation Rate 2011
STATE UNIVERSITIES
Six-Year Graduation Rate 2011
UMASS
Six-Year Graduation Rate 2011
COMMUNITY COLLEGES
Pass Rates on Licensed Practical Nurse Exam2 2011 N/A
COMMUNITY COLLEGES
Pass Rates on Registered Nurse Exam3 2011 N/A
STATE UNIVERSITIES
Pass Rates on Registered Nurse Exam4 2011 N/A
UMASS
Pass Rates on Registered Nurse Exam4 2011 N/A
UMASS
% Above Competitive Score on MCAT Exam5 2010 N/A
COMMUNITY COLLEGES
% of Graduates Employed and/or Pursuing Additional
Education in MA in the Year After Graduation6 2011
STATE UNIVERSITIES
% of Graduates Employed and/or Pursuing Additional
Education in MA in the Year After Graduation6 2011
UMASS
% of Graduates Employed and/or Pursuing Additional
Education in MA in the Year After Graduation6 2011
123456
See footnotes on page 83.
COMMUNITY COLLEGES
Six-Year Success Rate 2011 N/A
COMMUNITY COLLEGES
Three-Year Graduation Rate 2011
STATE UNIVERSITIES
Six-Year Graduation Rate 2011
UMASS
Six-Year Graduation Rate 2011
COMMUNITY COLLEGES
Pass Rates on Licensed Practical Nurse Exam2 2011 N/A
COMMUNITY COLLEGES
Pass Rates on Registered Nurse Exam3 2011 N/A
STATE UNIVERSITIES
Pass Rates on Registered Nurse Exam4 2011 N/A
UMASS
Pass Rates on Registered Nurse Exam4 2011 N/A
UMASS
% Above Competitive Score on MCAT Exam5 2010 N/A
COMMUNITY COLLEGES
% of Graduates Employed and/or Pursuing Additional
Education in MA in the Year After Graduation6 2011
STATE UNIVERSITIES
% of Graduates Employed and/or Pursuing Additional
Education in MA in the Year After Graduation6 2011
UMASS
% of Graduates Employed and/or Pursuing Additional 0
Education in MA in the Year After Graduation6 2011
123456
See footnotes on page 83.
Data Dashboards 81
7
UMASS
Research
Trend in Research and Development Expenditures1 2006–12
UMASS
Trend in Licensing Income2 2004–12 (Three-year averages)
$50M
UMASS
$40M
Trend in Licensing Income2 2004–12 (Three-year averages)
$10M
$0M
2004-06 2005-07 2006-08 2007-09 2008-10 2009-11 2010-12
Sources • 1 UMass President’s Office / National Science Foundation. • 2 UMass President’s Office / Association of University
Technology Managers
Additional Resources at
www.mass.edu/vpreport
Data Tables for all graphs in this report
Index of Leading States for each metric
Supplemental Metrics
Technical Appendix
Data Dashboards 83
The Massachusetts Department of Higher Education
acknowledges with gratitude the encouragement,
support and counsel of leaders of state government,
including members of the Great and General Court,
as well as the assistance of the philanthropic community.