ࡱ> NPM@ )bjbjצצ +<!4448l$$&2"G&I&I&I&I&I&I&$'RL*m&m&&G&G&$hS% з}E4"$&D&0&$*d* S%*S%T|m&m& 0 0 Friday, March 14, 2008 HBCU Summit on Retention Good afternoon. It is a pleasure to be here for the 11th Annual Regional HBCU Summit on Retention. I think Dr. Joan Langdon of Bowie State University for the invitation to speak with you today. It is also an honor to join Marylands Secretary of Higher Educationand former President of BSUDr. James Lyons as your luncheon speaker this afternoon. I will endeavor to keep my remarks brief so that Dr. Lyons and I will have ample time to take part in open discussion with you. I begin my echoing the position of Dr. Lyons and all of you here today: The need to intensify our collective focus on the retention of minority studentsat both HBCUs and Traditionally White Institutionsis of critical importance. In addition, broadening the overall participation rate of underrepresented populations in higher education is vital as well. The theme of this years SummitImproving Retention at HBCUs: Retention is a Shared Enterpriseis right on target. Addressing the issue of retention of African American students in colleges and universities will indeed required a shared effort . . . a true partnership. I know that as administrators, faculty members, students, and leaders from higher education, government and business . . . each of you is committed to this effort. As you may know, I have identified this issue as a priority for my tenure as Chancellor of the University System of Maryland. Clearly, what has come to be known as the achievement gapthe gap in college participation, retention and graduation rates between low income and under-represented minorities on the one hand and the general student population on the other handis a concern we simply MUST address. And while I will offer my comments from the vantage point of my position as Chancellor of the University System of Maryland . . . I know that the problem and the solutions have far broader implications. From my perspective, closing the achievement gap is, in fact, a National Imperative. The need to act on this issue is clear: Low-income students, first-generation students, and students of color represent a rapidly growing proportion of the collage-age population. This is true in Maryland and many other states. At the same time, the rate at which these students go to college, stay in college, and graduate from college remains well below the rate of the student body at large. There is no shortage of statistics which underscore this urgent problem. One that I find among the most troubling is the fact that high-achieving, low-income studentsmany of whom are minority studentsattend college at about the same rate as low-achieving, high-income students. That is unacceptable. This does not stem from lack of desire or ability, but rather from lack of opportunity. The fact is, more than two-thirds of college-ready, college-capable students from low-income families want to attend college, yet only half are able to do so. In order to initiate a comprehensive, system-wide approach to this issue, the USM recently held a day-long conference which brought together federal, state, and higher education leadership. The theme of this conference was The Compelling Reasons for Closing the Achievement Gap: State and Institutional Considerations. The goal of the conference was three-fold: First, to clearly define the issues that impede the achievement of low-income, first generation students and students of color when compared to the general student body; Second, to identify successful, scalable programs that improve student achievement among these populations; and Third, to recommend an appropriate course of action for the USM to systematically improve student achievement. Our conference brought together critical stake-holders: 10-member teams led directly by the presidents of each institution within the USM Key members of the legislature Representatives from community colleges, in recognition of the importance of transfer students And national and international experts Sarah Martinez Tucker, Under Secretary of Education Dr. Clifford Adelman of the Institute for Higher Education Policy Throughout the symposium, we explored the totality of USM practices: Recruitment and Retention; Financial Aid; Students Services; Academic Services; and Curriculum and Instruction. The conference concluded with a panel of USM regents and presidents wrapping up the days discussions and offering their perspectives on courses of action to be taken in the future. As a follow-up to this effort, we are developing an Achievement Gap Action Plan and Funding initiative. Each USM institution has been tasked with examining the achievement gap in three specific areas: Low income students versus high income students; Under-represented minority students versus majority students; And African-American males versus white males. Currently, each campus is developing systematic plans with specific targets and timelines. The USM Office has provided the institutions with specific data regarding how well low-income students, under-represented minorities, and African American males perform on their campuses. Using these data, each campus will identify the institution-specific factors that lead to the gaps in academic success rates, and develop strategies to address these factors. Institutional planswith specific steps and time linesare to be submitted early next month. We will begin implementation next Fall . . . . with the goal of reducing the academic success achievement gaps by one-half by 2015. Now, the achievement gap is obviously a long-standing problem. It is an issue the USM, other public and private colleges and universities, state governments, and advocacy groups across the country have been focus on for several decades. It will not be erased easily and it will not be erased over night. But I do believe that the effort we are initiating with the USM can make a difference and can yield lessons and approaches that will be broadly applicable. Let me tell you why . . . . A few years ago, the USM launch what we call our Effectiveness and Efficiency Initiative, a systematic reexamination of our academic and administrative processes to see how they can be reengineered to operate at lower cost without impacting quality. While it was developed by the Board of Regents, it was truly a partnership effort, with presidents, faculty, and staff from across the system working together and in conjunction with my office. My point in mentioning this is not to highlight how successful E&E has been in keeping costs down while enhancing access, affordability and qualityalthough it has been touted as a national model in several national higher education publicationsrather I mention this to illustrate that the USM now has a road map for comprehensive, system-wide efforts. When it was first envisioned, E&E was by no means universally popular with the USM. Presidents, provosts, professors . . . you name it . . . lots of people had doubts and concerns. But the fiscal climate demanded action. And our inclusive approach alleviated some worries. We made sure E&E was never seen as a one-size-fits-all approach. At the same time, it was never a go-it-alone approach either. Andbottom lineE&E is now engrained in our culture. I believe that we can re-orchestrate that same sense of urgency and that same inclusive, cooperative approach in addressing the achievement gap. In fact, we MSUT do so . . . not just for the low income and minority students that benefit directly, but for the state as a whole. We will be better able to meet critical workforce shortage needs, from nurses and teachers to engineers and computer scientists. We will have a state that is significantly stronger, educationally, socially and culturally. And we will have a university system that is meeting the needs of all those we serve. Closing that gap will require hard work from all of us . . . as an education community we need to focus on support, preparation, opportunity, intervention, and financial assistance. But make no mistake about it . . . addressing this issue is our best hope to overcome the education deficit America is developing in relation to rest of the industrialized world, to secure Americas leadership in the knowledge economy; and to preserve the American Dream of upward mobility If we focus our talent and attention on this issue we can make a difference. I look forward to working with all interested parties on this vital issue going forward. PAGE  PAGE 3 /01Bhj  F O W    _ F Q w x y z  ? 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