Maryland Ready 2013 - 2017 Maryland State Plan for Postsecondary Education
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Maryland Ready
2013 - 2017
Maryland State Plan for
Postsecondary Education
MARYLAND HIGHER
EDUCATION COMMISSION
MARYLAND
HIGHER EDUCATION
COMMISSION
MEMBERS
Anwer Hasan
Chair
Sandra L. Jimenez
Vice-Chair
Brandon G. Bell
Vivian S. Boyd Martin O’Malley
Lisa Latour Governor
Ian MacFarlane
Joel Packer Anthony G. Brown
Edith J. Patterson Lt. Governor
Gregory A. Schuckman
Rizwan A. Siddiqi Danette G. Howard
John W. Yaeger Secretary of Higher Education
TA B L E O F C O N T E N T S
3 PREAMBLE
4 POSTSECONDARY EDUCATION IN MARYLAND
5 INTRODUCTION
7 SIGNIFICANT ISSUES
14 2013 – 2017 STATE PLAN GOALS
17 GOAL 1: QUALITY AND EFFECTIVENESS
24 GOAL 2: ACCESS, AFFORDABILITY AND COMPLETION
34 GOAL 3: DIVERSITY
42 GOAL 4: INNOVATION
50 GOAL 5: ECONOMIC GROWTH AND VITALITY
58 GOAL 6: DATA USE AND DISTRIBUTION
64 REFERENCES
66 WRITING GROUP MEMBERS
MARYLAND READY
PREAMBLE
The Maryland Higher Education Commission statement that signals our willingness to take
is pleased to present Maryland Ready, the the necessary steps that will make our already
State’s Plan for Postsecondary Education, which noteworthy system all the more remarkable.
is designed to guide future postsecondary Maryland Ready captures our commitment to
endeavors through 2017. Maryland Ready progressive thinking, resiliency, responsiveness,
aptly captures the present status of the State’s inclusiveness, and thoughtfulness as we move
postsecondary system and outlines a vision for forward during an era of rapid and unparalleled
the future. Our system is strong and noted as a change for higher education.
national exemplar. Maryland Ready affirms our As a course is charted for the years ahead,
commitment to exploring innovative learning and there are problems of great significance that
teaching approaches; maintaining collaborative must be addressed. Postsecondary leaders must
and productive relationships with the Governor, work closely with colleagues from elementary and
the General Assembly, and other state agencies; secondary schools to ensure that students are
and working cooperatively across segments of prepared to succeed when they arrive on Maryland
postsecondary education and with our PreK- campuses. Furthermore, we must press ourselves
12 colleagues to achieve positive outcomes for to think differently about students (many of whom
Maryland students and to advance the long- and were once considered nontraditional but now
short-term goals of the State. represent a growing majority) and how practices
Since the 2009 State Plan was adopted, can be adjusted to meet their needs. Finally, we
Maryland has been lauded for: 1) being one of must continue to examine the integral role that
the first states to adopt a college completion postsecondary education and training play in
goal and 2) being the leading state in moderating maintaining our State’s competitive workforce and
tuition rates during the most crippling economic thriving economy. We must be willing to modify and
recession in recent history. In fact, while many other realign our efforts, with respect to this important
states curtailed their support for higher education, role, in order to meet Maryland’s changing needs.
Maryland, made unprecedented investments. It is our sincere belief that the key tenets of
These investments allowed students and their Maryland Ready, if supported by all members
families to benefit from a tuition freeze for four of the postsecondary community and other
consecutive academic years from 2006-2007 partners and stakeholders, will move the State
through 2009-2010. toward enrolling and graduating more Maryland
While we have accomplished much and are residents who are seeking world-class training
proud of the achievements that have been gained and educational opportunities. If the goals stated
thus far, our title, Maryland Ready, reflects the herein are applied and implemented, Maryland
present reality that there is still much more to be will also make further progress toward becoming
done and that key stakeholders, ranging from the destination of choice for students from
policymakers to campus leaders to our PreK-12 other states and countries seeking educational
partners, stand poised to take on the challenges experiences of the highest caliber.
that lie ahead. Maryland Ready is an action
3
2013 – 2017 MARYLAND STATE PLAN FOR POSTSECONDARY EDUCATION
POSTSECONDARY
E D U C AT I O N I N M A R Y L A N D
Maryland is fortunate to have a strong manages the State’s $100 million financial
postsecondary system which consists of a vast aid program, and provides research and data
array of colleges, universities, and private career analysis which help to shape postsecondary
schools that are committed to serving students policy decisions.
with a diverse set of skills and aspirations. The The Commission works closely with the
Maryland Higher Education Commission is the following six distinct segments which comprise
State’s postsecondary coordinating board, and the State’s postsecondary system: the Maryland
one of the Governor’s cabinet-level agencies, Association of Community Colleges, the Maryland
which is responsible for working collaboratively Association of Private Colleges and Career
with the postsecondary segments to achieve Schools, the Maryland Independent College and
the State’s higher education goals. The University Association, Morgan State University,
Commission reviews and approves St. Mary’s College of Maryland, and
program proposals and new the University System of
institutions that wish to Maryland.
operate in Maryland,
MARYLAND READY
INTRODUCTION
The Maryland Higher Education efficient use of State funds. Accomplishing this
Commission (MHEC) is charged with producing formidable challenge is possible but will require
a statewide plan every four years that clearly institutions to reexamine their philosophies,
outlines the priorities and major goals for the practices, and policies, instituting change where
State’s postsecondary system. The 2013 – it is warranted.
2017 State Plan for Postsecondary Education, The first section of Maryland Ready presents
Maryland Ready , fulfills this charge and is the seven significant issues that the State has
result of a year-long, collaborative planning identified as both challenges and opportunities
process that involved MHEC Commissioners that must be addressed in the ensuing years.
and staff members; leaders from colleges, This section is followed by a discussion of six
universities, and private career schools, overarching goals, which provide direction for
including faculty, staff, and students; moving the postsecondary community forward
colleagues from other state agencies; over the next four years. The goals articulated in
representatives from the business Maryland Ready are:
community; and other key stakeholders. .. Quality and Effectiveness
The landscape has changed .. Access, Affordability, and Completion
substantially since June 2009 when the .. Diversity
Commission released the last Maryland
.. Innovation
State Plan for Postsecondary Education. That
.. Economic Growth and Vitality
Plan was developed and published during the
.. Data Use and Distribution
middle of the Great Recession, the nation’s
most substantial economic downturn since the These goals have been constructed broadly
Great Depression. Maryland was not affected so that every postsecondary institution in the
as severely as other states, but the impact was State – regardless of mission, sector, student
still profound and extremely difficult for many population, or location – can see itself reflected
Maryland residents and businesses. According therein. At the same time, however, the goals
to the U.S. Census Bureau, the State lost nearly contain the level of specificity necessary to gain
146,000 jobs during the recession. Although the traction on these most important issues. This
State has not fully recovered, as of March 2013, is evidenced by the action recommendations
Maryland had made considerable progress, and implementation measures that follow the
replacing 96.7% of jobs lost. Like other State narrative for each goal.
entities, colleges and universities also suffered While Maryland Ready is the State’s plan
during the economic downturn. Many institutions for postsecondary education, and calls on
experienced declines in financial gifts from institutions, policymakers, and campus leaders
donors, and the value of endowments decreased to take specific actions, the Plan, at its core,
considerably as the market plummeted. is about supporting opportunities, pathways,
Understanding that the economic recovery and policies that will allow more students to
is incomplete, MHEC believes Maryland Ready succeed in postsecondary education and in the
is presented during a period of extraordinary workforce of the 21st century. This fundamental
change in postsecondary education, where principle should guide the efforts of those who
Institutions are expected to do more with will be working throughout the next four years to
less while being held accountable for their bring this Plan to life.
5
2013 – 2017 MARYLAND STATE PLAN FOR POSTSECONDARY EDUCATION
MARYLAND READY
SIGNIFICANT ISSUES
The State has identified several critical the Annie E. Casey Foundation (2012) show
challenges and opportunities that must be there is an increasing proportion of children
acknowledged, prioritized, and aggressively living below or near the poverty line in Maryland.
confronted if the goals articulated in Maryland According to data from the Maryland State
Ready are to be accomplished. Many of these Department of Education (MSDE), in school
issues are longstanding, intertwined in various year 2012-2013, 43% of Maryland PreK-12
ways, and closely aligned with the goals students were approved for the National Free
discussed in this Plan. Clearly, finding long- and Reduced-Price Meal Program, compared
term, systemic solutions will be difficult and to 31% in 2002-2003 and 27% in 1992-
progress will take time. Nevertheless, failure 1993 (MSDE, 2012). In the coming years,
to begin addressing these challenges with many of these students will matriculate through
targeted diligence will prevent the State from Maryland’s PreK-12 system, and seek some
becoming a national and international leader form of postsecondary training, credential, or
in postsecondary education moving forward in degree, and need considerable amounts of
the 21st century. financial aid to do so. Given the State’s already
burdened financial aid programs, however,
DEMOGRAPHY Maryland may face challenges in providing
In the 8th edition of the Western Interstate students with the financial support needed to
Commission on Higher Education’s (WICHE) accomplish their postsecondary aspirations.
Knocking at the College Door: Projections of This is something the State must address
High School Graduates, it is noted that after a during the tenure of this Plan.
substantial increase in the production of high In addition to a growing number of children
school graduates between the early 1990s and living in poverty, the racial/ethnic composition
2008, the number of high school graduates in of the State continues to shift. According to
Maryland is expected to decline by as much WICHE’s projections, the number of white
as 10% during the remainder of the decade recent high school graduates is expected
(Prescott & Bransberger, 2012). This decline to decline while the number of racial/ethnic
may already be influencing postsecondary minorities is anticipated to increase over the
enrollment in the State. Fall 2012 marked next several decades. Maryland’s evolving
the first decline after 15 consecutive years demography poses potential challenges for
of enrollment growth. However, some of this postsecondary institutions, since the fastest-
decrease should also be attributed to the growing and largest (but still growing) minority
economic recovery, which is likely attracting groups in the State have not historically fared
potential students toward an improving well with respect to critical postsecondary
job market and away from postsecondary outcomes when compared to their peers.
education. The fastest-growing group in the State
The State anticipates that more potential is the Hispanic population. Despite currently
students in the college pipeline will come from comprising approximately 8.5% of Maryland
lower socioeconomic backgrounds. Data from residents (U.S. Census Bureau, 2013), the
7
2013 – 2017 MARYLAND STATE PLAN FOR POSTSECONDARY EDUCATION
SIGNIFICANT ISSUES
Hispanic population grew nearly 107% during COLLEGE COMPLETION
the previous decade (U.S. Census Bureau, For the past several years, college
2011). The surge in the Hispanic population completion has been a primary focus of
is also affected by growth in immigrants from postsecondary education in Maryland.
other nations whose primary language is not Understanding the critical importance of degree
English. It is expected that this rapid growth attainment to both individuals and the State,
will continue in the next several decades. Governor Martin O’Malley established a goal in
Institutions will need to expand their support 2009 that by 2025, 55% of Maryland residents
for English for Speakers of Other Languages ages 25 to 64 will have a college degree.
(ESOL) to meet the needs of this growing For individuals, a college degree can provide
population and to allow Maryland to be a employment stability and financial security.
national leader in providing educational Increased degree attainment also benefits
opportunity and supporting diversity. the State by increasing citizen engagement
The African American population is not in activities such as voting and volunteering,
growing as rapidly as other racial/ethnic and by reducing crime, poverty, and reliance
minority groups but remains, by far, the largest on public assistance. Additionally, citizens with
racial/ethnic minority group in the State, college degrees are needed in order for the
approximating 30% of Maryland residents (U.S. State to remain globally competitive in an ever-
Census Bureau, 2013). Census data show that evolving, knowledge-based economy where
between 2000 and 2010, the employment opportunities will increasingly
CITIZENS WITH COLLEGE African American population require some form of postsecondary credential.
DEGREES ARE NEEDED IN ORDER increased by roughly 15%, and The completion of workforce training
FOR THE STATE TO REMAIN projections suggest that this programs, credentials, and certifications holds
GLOBALLY COMPETITIVE group will continue to grow in tremendous value for those who complete
IN AN EVER-EVOLVING, coming years (U.S. Census them. By 2020, roughly 66% of all jobs and
KNOWLEDGE-BASED ECONOMY. Bureau, 2011). new employment opportunities in Maryland
The State’s changing will require some form of postsecondary
demography influences most of the goals training beyond high school, according to the
included in Maryland Ready. These changes will Georgetown University Center on Education
force the State and all Maryland postsecondary and the Workforce (2012). However, only
institutions to examine their outreach and 45% will require a college degree. Therefore,
recruitment strategies, teaching and instruction it is critical that the State continue to offer a
methods, financial aid systems, academic diverse array of high-quality postsecondary
support services, and use of technology. opportunities for Maryland residents, while
In many ways the State’s future social and ensuring that students are provided the
economic outlook is dependent upon how well financial, social, and academic supports
postsecondary institutions adapt to the changing needed to complete a postsecondary degree,
demography and educate and support these certificate, or training program. It will be difficult
populations. It is critical that Maryland colleges for the State to continue to attract high-quality
and universities adjust current philosophies, jobs if Marylanders do not have the requisite
practices, and policies to accommodate skills desired by employers.
students who are less white, less affluent, and of Maryland must strengthen its commitment
nontraditional age. to improving college retention, transfer,
8
MARYLAND READYand graduation rates. Currently, 45.4% of exist among postsecondary institutions in the
Marylanders hold a college degree (U.S. State. Specifically, Maryland must focus on
Census Bureau, 2012), and in order to reach narrowing the retention and graduation gaps
the 55% goal, Maryland postsecondary that exist between the State’s historically black
institutions would need to increase degree colleges and universities
production by approximately 2.25% annually, (HBCUs) and its traditionally
according to MHEC projections. These annual white institutions (TWIs).
increases would result in Maryland colleges Understanding that HBCUs
and universities awarding nearly 55,000 are more likely than other four-
degrees per year by 2025 – an additional year, residential, traditionally
10,500 degrees above 2011-2012 levels. The white campuses to serve
State’s future will be closely wedded to its academically underprepared and
higher education system’s ability to ensure that lower income students, tit is not
growing numbers of students are equipped expected that HBCU graduation
with the knowledge and skills needed to keep rates will be equivalent to those
the State economically competitive well into the at TWIs. However, the State does
21st century. not believe that commitments to
access and academic excellence
CLOSING ACHIEVEMENT GAPS are mutually exclusive, and is
In higher education, the term achievement therefore dedicated to working
gap has traditionally been used to describe with all of Maryland’s HBCUs
notable inequities and disparities between to narrow institutional gaps in student retention and
groups on important outcomes, such as graduation. A more expansive discussion on the
transfer, retention, and graduation. Reducing achievement gap is included in Goal 3.
the achievement gap is an important goal not
only because it helps to remedy persistent COLLEGE AND CAREER READINESS
social inequalities, but also because it improves Nearly 60% of recent high school
the overall educational attainment of the State’s graduates who enroll in Maryland public
population. Although the achievement gap colleges and universities are assessed to
is not a new issue within the State, Maryland need some form of developmental instruction
remains committed to improving outcomes for (i.e., remediation) before taking credit-
groups that have historically lagged behind bearing college courses (MHEC, 2013a).
those of their peers. Chief among these groups Developmental education is designed to
are: 1) African Americans, roughly 30% of all provide basic instruction in mathematics,
Marylanders and the State’s largest racial/ English, and reading for students who are not
ethnic minority group; 2) Hispanics, the State’s prepared to engage in a collegiate curriculum
fastest-growing minority population; and 3) Pell immediately upon enrollment. Developmental
Grant recipients (i.e., low-income students), education poses a problem for some students
approximately 30% of all undergraduate since remedial courses do not count toward
students in Maryland. a college certificate or degree, even though
In addition to closing gaps in performance students spend time and money on these
among student populations, there is also a classes. Additionally, remedial instruction at the
commitment to narrowing disparities that postsecondary level represents inefficient use
9
2013 – 2017 MARYLAND STATE PLAN FOR POSTSECONDARY EDUCATIONSIGNIFICANT ISSUES
of State resources: first resources are used help determine if students are ready for entry-
for instruction at the PreK-12 level, and then level, credit-bearing college courses. In addition,
additional resources are used for instruction in 11 independent colleges and universities in
the same subjects at the postsecondary level. Maryland are participating in the development
With the hope of improving the college of the assessments, which will be implemented
and career readiness of high school graduates, during the 2014-2015 school year.
Maryland was one of the first states to adopt In time, the State believes the Common
the Common Core State Standards in English Core State Standards will help improve college
language arts and mathematics readiness and substantially reduce the need for
in the spring of 2010. developmental education for recent high school
Coordinated by the National completers. However, in the short term, students
Governors Association and the who have not benefitted from many years of
Council of Chief State School instruction under the Common Core State
Officers, the Common Core Standards may have difficulty demonstrating
State Standards are designed college readiness given the rigor of the PARCC
to establish goals and assessments. If this proves true, the State
expectations for what students must be prepared to meet the developmental
should learn in grades PreK- education needs of more students during the
12 to be prepared for success next few years. Although it might be ideal to
in college or the workforce eliminate all developmental education, it is
after completing high school. likely that some form of remediation will always
These new standards will be be necessary, particularly for adult students
implemented during the 2013- returning to pursue a college degree after years
2014 school year. away from formal education setting.
To assess systematically
what students learn under COLLEGE AFFORDABILITY
the Common Core State Keeping college affordable is a key State
Standards curriculum, policy priority. The price of a college education
Maryland also joined the is often the most dominant factor affecting
Partnership for the Assessment of Readiness students’ decisions to attend college, persist
for College and Careers (PARCC). PARCC is a from year-to-year, or leave postsecondary
consortium of 22 states working collaboratively education altogether. Without question, a
to develop a series of computer-based K-12 college degree is a valuable commodity worthy
assessments that are aligned with the Common of a personal investment of financial and other
Core State Standards and measure higher- resources, but the State must ensure that the
order skills such as critical thinking and problem opportunity to attain a college credential or
solving. To date, all Maryland community degree is reasonably priced and affordable for
colleges and the University System of Maryland all Marylanders, regardless of their personal or
have committed to participate in PARCC, to family income.
help develop the college-ready assessments, College affordability can be maintained in
and ultimately, to use the assessment scores to two ways. One way is to control tuition. During
10
MARYLAND READYGovernor Martin O’Malley’s tenure, Maryland will be especially critical as more low-income
moved from being the seventh most expensive students seek postsecondary credentials and
state to the 27th most expensive state for degrees in the coming years.
resident undergraduate students at public four-
year institutions. This was largely a result of a AWARDING CREDIT FOR LEARNING
tuition freeze initially implemented during the For the State to develop a seamless,
2006-2007 academic year. Although a tuition student-friendly system of postsecondary
freeze was not established for community education, it is necessary for Maryland colleges
colleges, tuition and fees at these institutions and universities to reexamine the ways students
went from eighth most expensive to 19th most earn certificates and degrees and accumulate
expensive among all states (College Board, academic credit. Traditionally, colleges and
2012). universities have provided students with awards
A second way to ensure college remains based upon the cumulative amount of “seat
affordable is to provide students with financial time” devoted toward earning a postsecondary
aid. Although the State has done an excellent credential. Learning is assessed at the course
job of controlling tuition during times of great level but rarely in any standardized fashion.
economic difficulty, it was only able to maintain At many institutions, instructors teaching the
financial appropriations for student financial same course are covering different content,
aid (i.e., grants and scholarships). This level of emphasizing the importance of different skills
funding, however, did not keep pace with the and competencies, and requiring students
significant increase in student demand for to demonstrate mastery of different learning
financial aid. While funding was maintained for outcomes. It is assumed that once a student
State programs, financial aid applications for spends a predetermined amount of time (e.g.,
Maryland students increased from 109,314 in 30, 60, or 120 credit hours) navigating this
FY 2009 to almost 179,000 in FY 2013, a 63% system that the student has learned what is
surge. As a result, the financial aid waitlist grew necessary to receive a certificate or a degree
from 5,000 to 36,000 students during this time, from that institution. However, in reality, the
and many students with significant financial competencies and skills a student develops can
need – many of whom were eligible for the Pell vary significantly depending on the professors
Grant – were unable to receive educational a student encounters and the core and elective
grants from the State. courses a student chooses.
The lack of financial aid forced many The current system places a premium
low-income and moderate-income students value on seat time instead of focusing on
to increase their reliance on loans to meet the mastery of specific learning outcomes.
their postsecondary education costs. Moving Academic credit should be awarded based
forward, the State must examine its portfolio upon the demonstration of pre-identified
of financial aid programs to determine how learning outcomes, no matter how, where, or
aid can be provided to students in ways that when learning occurs. If learning is the central
incentivize success and completion, while focus, the postsecondary institution where
simultaneously enhancing access by keeping the credits are earned should be of lesser
college affordable for all Marylanders. This importance and clear, defined pathways for
11
2013 – 2017 MARYLAND STATE PLAN FOR POSTSECONDARY EDUCATIONSIGNIFICANT ISSUES
transferring credit from institution to institution category in the nation, behind health care.
should be developed. Since 2006-2007, Maryland’s production of
Rethinking the traditional system of STEM degrees has increased over 26%, from
awarding credits, credentials, and degrees nearly 9,000 to approximately 11,300 in 2011-
will require institutions to expand or begin 2012 (MHEC 2007; MHEC 2012). To continue
their experimentation with nontraditional this trend, postsecondary institutions will need
instructional approaches, such as accelerated to become more adept at attracting, retaining,
learning models that are often self-paced and graduating a more diverse population of
and competency-based courses that are students in these critical disciplines. College
developed around predefined outcomes. and university faculty must help to cultivate,
Additionally, efforts to expand prior-learning develop, and support the STEM interests of
assessment models that recognize and reward more women and racial/ethnic minorities.
demonstration of learning from life, workplace, Additionally, postsecondary institutions must
military, vocational, and other experiences adequately prepare high-quality STEM teachers
should be developed. This issue is examined who will help educate the STEM collegians of
more fully in Goal 4. the future.
SCIENCE, TECHNOLOGY, CONCLUSION
ENGINEERINGAND MATHEMATICS (STEM) The seven topics detailed in this section
Increasing the number of STEM degrees do not provide a comprehensive summary of
awarded to students is another key goal for all the challenges the State must confront
Maryland postsecondary education. STEM- in the coming years, but, instead, they offer
related occupations are critical background and insight on recurring themes
SINCE 2006-2007, MARYLAND’S because they are closely tied that appear throughout many of the goals
PRODUCTION OF STEM to technological innovation, in Maryland Ready. Certainly, these issues
DEGREES HAS INCREASED OVER economic growth, and increased pose great challenges, but they also present
26%, FROM NEARLY 9,000 TO productivity. Currently, workers many opportunities for progress and success.
APPROXIMATELY 11,300. with STEM competencies and Diligently tackling these obstacles and finding
degrees are in high demand. longstanding solutions to these problems will
Data from the Georgetown University Center for strengthen and solidify the State’s future while
Education and the Workforce (2011) rank STEM ensuring Maryland’s system of postsecondary
jobs as the second fastest-growing occupational education is among the best in the world.
12
MARYLAND READYSHARED GOALS FOR A SHARED FUTURE. MARYLAND READY
01
QUALITY AND EFFECTIVENESS.
02
A C C E S S , A F F O R D A B I L I T Y,
AND COMPLETION.
03
D I V E R S I T Y.
04
I N N O V AT I O N .
05
ECONOMIC GROWTH
A N D V I TA L I T Y.
06
D ATA U S E A N D D I S T R I B U T I O N .
2013 – 2017 MARYLAND STATE PLAN FOR POSTSECONDARY EDUCATIONGOAL 1: QUALITY AND EFFECTIVENESS.
M A R Y L A N D W I L L E N H A N C E I T S A R R AY O F
P O S T S E C O N D A R Y E D U C AT I O N I N S T I T U T I O N S
AND PROGRAMS, WHICH ARE RECOGNIZED
N AT I O N A L LY A N D I N T E R N AT I O N A L LY F O R
ACADEMIC EXCELLENCE, AND MORE
E F F E C T I V E LY F U L F I L L T H E E V O L V I N G
E D U C AT I O N A L N E E D S O F I T S S T U D E N T S ,
T H E S TAT E , A N D T H E N AT I O N .GOAL 1: QUALITY AND EFFECTIVENESS.
Maryland Ready ’s first goal centers on arranged to support the achievement of that
maintaining and improving the quality and goal. For example, at a research university, one
effectiveness of postsecondary institutions indicator of quality might be the number of
and the postsecondary sector. This goal technological innovations that are successfully
incorporates several of the central objectives developed into practical applications. Indicators
of Maryland Ready as described in the of effectiveness might include the processes
Preamble and Significant Issues sections for hiring and rewarding faculty who conduct
of this Plan, including the need to enhance research and develop applications; the
college readiness, improve degree progress planning, building, and budgeting processes
and degree completion, and serve newly that ensure the construction and operation of
emerging populations in the State. This goal high-quality research spaces; and the curricular
statement defines the concepts of quality and structures that encourage students to develop
effectiveness as they apply the skills to carry out research with the potential
to postsecondary education for transfer. However, an institution focused on
and highlights the diverse undergraduate education might adopt a set of
missions of Maryland’s indicators that tracks the number of faculty who
postsecondary institutions. It are recognized as excellent teachers, supports
also includes a description of a budgeting process that promotes innovative
the institutional characteristics instruction, or establishes administrative
needed to ensure that quality structures that facilitate student progress.
and effectiveness can be Obviously, each institution will have different
sustained, a discussion of how indicators of quality and effectiveness, and
faculty and staff contribute to these terms should be broadly defined so that
quality and effectiveness, and Maryland’s diverse array of colleges, universities
an examination of the overlapping objectives and private career schools can see themselves
of preparing students for academic success, reflected in this important goal. Each institution
degree progress, and degree completion. Finally, must identify measures of quality that are
this goal statement considers the link between aligned with its mission, and should then work to
resources and a quality postsecondary system develop processes and systems that will allow it
in Maryland, the need for institutions to develop to meet those benchmarks.
additional resources, and the ways that the State
can promote effectiveness in its operations. MAINTAINING AND IMPROVING QUALITY
AND EFFECTIVENESS FOR INSTITUTIONS
QUALITY AND EFFECTIVENESS In order to maintain and improve quality and
The concepts of quality and effectiveness effectiveness, institutions and their leaders must
relate to the ways that postsecondary have the flexibility and resilience to address the
institutions work to achieve their missions. changing needs of the State and its citizens.
Quality refers to the degree to which an Each of the topics described in the Significant
institution successfully achieves its goals, while Issues section of this Plan represent challenges
effectiveness refers to the extent to which for institutions. To meet these challenges,
an institution’s structures and processes are institutions must build on their strengths, but
18
MARYLAND READYmust also be open to adapting these strengths During the last few decades, institutions in
in versatile ways to serve students. They must Maryland, like those throughout the nation, have
embrace change and actively seek to respond to become more reliant on adjunct faculty to deliver
evolving conditions, rather than relying on what instruction. Working professionals who serve as
has been successful in the past. adjunct faculty teaching in their area
Institutions must also acknowledge that they of expertise can provide invaluable
have many different roles and responsibilities benefits to students and fellow
in terms of educating their students, which faculty alike, and adjunct faculty can
include: facilitating lifelong learning, preparing also allow institutions to offer certain
students to enter the workforce and advance in kinds of specialized instruction.
their careers, fostering cultural understanding, In addition, the use of adjunct
emphasizing ethical principles and practices faculty can allow institutions to
in personal and professional interactions, and respond rapidly to changing student
conveying the importance of contributing to the enrollment demands. However,
common good as a citizen of the local, national, excessive use of adjunct faculty can
and global communities. The extent to which have disruptive consequences for
institutions are able to fulfill these responsibilities both students and faculty. Because
is closely aligned with Maryland’s ability to meet many adjunct faculty are unable to
its short- and long-term educational goals. return to the institution from one
term to the next, they are often
QUALITY AND EFFECTIVENESS unable to provide the long-term
THROUGH FACULTY AND STAFF supportive relationships that allow
Regardless of its mission, sector, or student students to thrive, and unable to
population, no postsecondary institution is able participate in initiatives and programs
to fulfill its responsibilities or meet the goals to improve institutional effectiveness.
of quality and effectiveness without capable In addition, a disproportionate
and committed faculty and staff. High-caliber number of adjunct faculty can raise
faculty members noted for distinguished serious challenges to the ability of faculty to
teaching, research, and service are at the participate in effective shared governance. The
core of the academic enterprise. Faculty must use of adjunct faculty at all institutions should
be equipped with the resources necessary be considered carefully in order to ensure
to deliver exemplary education, including that it does not impede instruction or student
systems of institutional self-examination, persistence and degree completion.
assessment, and benchmarking; access to Knowledgeable staff and robust student
optimal use of technology in support of teaching support services are also essential to a high-
and learning; and continuing instructional quality education. As the needs of students
enhancement, curricular innovation, and program change, institutions must modify their services
development to prepare students for an evolving, to meet those needs. For example, colleges and
global society. universities that have primarily used residence
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2013 – 2017 MARYLAND STATE PLAN FOR POSTSECONDARY EDUCATIONGOAL 1: QUALITY AND EFFECTIVENESS.
halls to develop a sense of community among effort to help students set academic goals,
students and to convey important information achieve related milestones, and complete
to them may need to modify their approach degree and certificate programs.
to better serve adult learners and other non- College completion begins with college
residential students. Faculty and staff should readiness. As Maryland has adopted the
be aware of the ways in which they both Common Core State Standards, college and
support the educational mission of university leaders support the alignment of
the institution and should work in K-12 standards with postsecondary readiness
partnership to serve students. Staff criteria. Postsecondary institutions that offer
and faculty alike – including adjunct instruction leading to teacher certification have
faculty – must have opportunities for also committed to modifying their curricula to
professional development to ensure ensure that new teacher candidates are well
that students receive high-quality qualified to educate K-12 students according to
instruction and service. the Common Core State Standards. Moreover,
In addition, institutions should many postsecondary institutions offer programs
examine their structures and designed to increase college readiness for
processes to ensure that they students of all ages and grade levels. These
promote effectiveness for all activities include camps that introduce students
faculty and staff. All faculty and to math, science, and other academic subjects;
staff members should understand how their workshops that guide academic preparation for
work supports the institutional mission, and college; and events that familiarize students
their promotion and reward systems should and families with financial aid and the college
be closely aligned with this mission. Moreover, application process. These activities should be
institutions must ensure that all processes are continued and expanded.
adapted to bolster the mission. For example, Additionally, new student populations are
a research university might educate its entering postsecondary education. These
custodial staff so that it develops expertise include students who are the first in their families
and responsibility in maintaining leading-edge to attend college and adult students seeking
research facilities, while a residential college additional training or credentials. Some of these
might see that each residence hall has its own students will have had little or no preparation
custodial team that can be integrated into the for college. Institutions will have to be more
communal life of each building. Again, each proactive in providing support and guidance for a
institution must commit itself to identifying the greater variety of students making transitions into
best ways to promote effectiveness consistent postsecondary education.
with its mission. Another increasingly common kind of
transition is transfer among institutions.
PREPARATION FOR STUDY While Maryland’s postsecondary system has
AND DEGREE COMPLETION long valued and promoted the transfer of
Notwithstanding their diverse missions, students from community colleges to four-year
all institutions share the goals of educating institutions, students are transferring among
students and ensuring that they earn credits institutions using different paths. Systems
and degrees. Institutions must make a special designed to facilitate one particular kind of
20
MARYLAND READYtransfer may not be adequate to ensure that for colleges and universities. While the recent
students pursuing alternate transfer paths are recession accelerated a long-term decline in
able to achieve their educational goals. While funding for postsecondary education in many
postsecondary institutions must establish their states, Maryland maintained a strong level
own standards for accepting transfer credit, of support for its institutions. As the
they also have a responsibility to ensure that the economy continues to recover, it
transfer process is as seamless as possible and is important for the State to retain its
reduces or eliminates obstacles for incoming commitment to investing in postsecondary
students. The development education so that the
of statewide transfer FOR ITS PART, THE STATE HAS primary tenets of this goal
articulation agreements, in AN ESSENTIAL ROLE TO PLAY IN – quality and effectiveness
addition to the Associate MAINTAINING AND IMPROVING – can be preserved and
of Arts in Teaching and the QUALITY AND EFFECTIVENESS strengthened.
Associate of Science in IN HIGHER EDUCATION. The postsecondary
Engineering degrees, would segments themselves must
help to create a less burdensome transition also continue to seek multiple sources of
for students. Additionally, all institutions should funding. Most institutions seek grants to support
expand their transfer services so that students faculty research, and still others seek support
clearly understand options and requirements from foundations and other organizations to
and are equipped to succeed at the transfer sustain and improve student
institution. outcomes. These efforts
Maryland Ready means that should continue and expand.
postsecondary institutions must ensure that In addition, some public
they are equipped to educate all students, colleges and universities
and that they will work to improve the degree have begun to cultivate
to which students are prepared to succeed in philanthropic support
postsecondary education. In order to ensure through endowment and
that students meet their academic goals, annual giving. Institutional
institutions must do more than offer high- endowment, which
quality coursework. They must also provide represents investments
a range of services that are continuously comprised of accumulated
assessed to ensure that they are supporting private support, generates
students in earning their degrees or achieving income that provides an
other academic objectives. important stream of revenue
for operating purposes every
STATE INVESTMENT year. Annual giving includes
AND STATE ROLE current gifts that support both the institution’s
For its part, the State has an essential role current expenses and the permanent
to play in maintaining and improving quality endowment. While most private colleges and
and effectiveness in higher education. Most universities have a long-established tradition of
obviously, it provides a large share of funding philanthropic support, many public institutions
21
2013 – 2017 MARYLAND STATE PLAN FOR POSTSECONDARY EDUCATIONGOAL 1: QUALITY AND EFFECTIVENESS.
lack this history and will need time to develop In addition, the State should continue to
the necessary infrastructure to support evaluate its student financial aid programs to
a sophisticated advancement operation. ensure that they provide appropriate incentives
Nevertheless, colleges and universities should for students to pursue educational opportunities
begin or continue to cultivate their efforts in well suited to their goals as well as the needs
this area. of the State. For example, some financial aid
Finally, the State should explore structural programs offer loan forgiveness for graduates
changes that could improve the effectiveness of who work in high-need, public sectors. These
its own policies. For example, operational funding programs can be very attractive to individuals
for higher education has traditionally been who have already chosen to enter these fields.
calculated on the basis of student enrollment However, they may be less effective at increasing
alone, rewarding institutions for providing access the number of postsecondary students initially
to education. The State has begun to consider entering these fields. For instance, loan
new methods of funding that are designed to forgiveness programs may not seem particularly
connect funding to other policy goals such as attractive or meaningful to students who
degree completion. This is a commendable need significant scholarship support early in
development. At the same time, the State must their studies, or to students considering fields
proceed carefully to avoid creating perverse requiring lengthy and expensive educational
incentives – for example, a funding formula tied preparation. The State should work to ensure
to graduation rates might encourage institutions that these and other State policies are arranged
to limit access to those students most likely to to promote an optimal level of quality and
graduate. Thus, the State must develop new effectiveness within and among institutions.
structures to promote its policy goals.
22
MARYLAND READYG O A L 1 : A C T I O N R E C O M M E N D AT I O N S
THE STATE WILL CONTINUE TO SUPPORT THE DEVELOPMENT AND RETENTION OF OUTSTANDING AND
DIVERSE FACULTY CAPABLE OF EXCEPTIONAL TEACHING, RESEARCH, AND SERVICE.
IMPLEMENTATION MEASURES/STRATEGIES:
.. he Commission, in consultation with colleges and universities, will examine the feasibility of establishing or
T
reinstituting programs designed to support the recruitment and retention of talented faculty, such as the Southern
Regional Education Board’s Doctoral Fellows Program.
.. he Commission, in partnership with colleges and universities, will develop strategies to encourage and support
T
ongoing development for all faculty and staff that leads to improvements in educational technology, learning
assessment, student support services, and instruction and pedagogy.
.. he Commission, in consultation with colleges and universities, will provide information and conduct studies, within
T
its existing reports or stand-alone reports, to examine whether the use of adjunct faculty has any effects on student
progression and to encourage explicit standards for the strategic use of adjunct faculty.
.. he Commission, in consultation with postsecondary institutions, will provide information, within its existing reports or
T
stand-alone reports, about institutional initiatives and other practices designed to expose more students to research
skills and experiences that are relevant to their fields of study and future career goals.
HE COMMISSION AND MARYLAND POSTSECONDARY INSTITUTIONS WILL STRENGTHEN EFFORTS TO
T
PREPARE AND SUPPORT STUDENTS MAKING TRANSITIONS INTO AND WITHIN POSTSECONDARY EDUCATION.
IMPLEMENTATION MEASURES/STRATEGIES:
.. In preparation for the 2016-2017 academic year, the Commission will assist the Maryland State Department of
Education (MSDE) with the development of transition courses and other instructional opportunities for 12th grade
students who have not achieved college and career readiness by the end of the 11th grade.
.. he Commission, in consultation with postsecondary institutions, will develop reports on best practices and other
T
initiatives to encourage institutions to expand and strengthen programs supporting student populations undergoing
critical transitions, including new and transfer students, first-generation students, and adult students entering or
reentering postsecondary education.
THE COMMISSION, ALONG WITH MARYLAND COLLEGES AND UNIVERSITIES, WILL CONTINUE TO
ADVOCATE FOR APPROPRIATE AND SUSTAINABLE FUNDING LEVELS IN ORDER TO BUILD THE HIGH-
EST QUALITY POSTSECONDARY SYSTEM POSSIBLE.
IMPLEMENTATION MEASURES/STRATEGIES:
.. he Commission and the segments of postsecondary education will continue to support the annual progression of
T
funding for all public four-year institutions toward the attainment of the funding guideline by FY 2018.
.. he Commission and the segments of postsecondary education will continue to support the annual progression toward
T
restoring full statutory funding of the formula-aided segments of postsecondary education by FY 2018.
.. he Commission and the segments of postsecondary education will continue to support the annual progression toward
T
full implementation of the funding strategy for regional higher education centers by FY 2018.
.. he Commission and the segments of postsecondary education will continue to explore the possible development and
T
implementation of a performance-based funding system for postsecondary education by FY 2018.
.. he Commission and the segments of postsecondary education will explore the possible development and
T
implementation of initiatives to support philanthropic giving to colleges and universities.
.. he Commission, in consultation with the segments of postsecondary education, will review and revise the capital
T
planning guidelines to ensure that colleges and universities make the most use of space, that State resources can
be directed to support the most essential instructional and research needs, and that the priorities of Plan Maryland –
Smart Growth are incorporated into capital planning.
23
2013 – 2017 MARYLAND STATE PLAN FOR POSTSECONDARY EDUCATIONGOAL 2: ACCESS, A F F O R D A B I L I T Y, A N D C O M P L E T I O N .
M A RY L A N D W I LL AC H I EV E A S Y S T E M O F
P O S T S E C O N DA RY E D U C AT I O N T H AT A DVA N C E S
T H E E D U C AT I O N A L G OA L S O F A LL BY P R O M OT I N G
A N D S U P P O RT I N G AC C E S S , A F FO R DA B I L I T Y
A N D C O M P LE T I O N.GOAL 2: ACCESS,
A F F O R D A B I L I T Y, A N D C O M P L E T I O N .
Postsecondary education access, afford- financial assistance programs. The completion
ability, and completion are the linchpins for discussion includes information about statewide
an educated citizenry and an innovative and policies, pathways to credential attainment, and
productive workforce for the State’s 21st century new initiatives to increase completion rates. Goal
knowledge-based economy. Maryland Ready’s 2 concludes with a series of action items that
Goal 2 outlines a plan of action for access, are intended to move its primary tenets from
affordability, and completion over the next four conception to implementation.
years to ensure that Maryland and its citizens
continue to excel in all ways. Each of these terms ACCESS
Maryland Ready recognizes that access
is the first step in ensuring that all Marylanders
who can benefit from and are willing to
engage in postsecondary education have
the opportunity to do so. To make the most
of postsecondary learning options, students
need to have a level of academic preparation
that will allow them to be deemed “college
ready.” It is particularly important to ensure
that students have a sound knowledge-base
in the STEM disciplines, as Maryland will have
a continued demand for highly-educated and
well-trained workers in these areas. Academic
preparation, however, is not sufficient to ensure
access. Students and families must be aware
of postsecondary education opportunities
and options and have the financial literacy
skills necessary to secure funding to support
is defined within the context of Maryland’s current enrollment.
postsecondary education milieu and with the
anticipated needs of the State and its citizens Preparation for
in mind. The meaning of access, to include Postsecondary Learning
preparation, outreach, and financial literacy, Maryland seeks to create the conditions
is discussed. The importance of increasing necessary for its residents to successfully
academic preparation in STEM (science, transition into postsecondary education and to
technology, engineering, and mathematics) take advantage of the careers for which they
is also highlighted. Affordability, an important have received adequate preparation and training.
condition for access, is described in terms of the In order for this type of learning environment
postsecondary education costs for students and to exist, students must experience a seamless
their families, and the important role of the State’s transition from secondary to postsecondary
26
MARYLAND READYlevel coursework. Additionally, options that allow the Commission, with support from Complete
returning adult learners and underprepared College America, embarked on a statewide
high school students to refresh their academic effort to redesign developmental mathematics
knowledge and skills must be made available. courses, given data which showed that these
Three current efforts which focus on the classes often serve as significant barriers to
implementation of the Common Core State academic progression. Preliminary results
Standards, the redesign of developmental from the pilot courses suggested that, in most
(remedial) courses, and the expansion of cases, there was an increase in the percentage
early college access opportunities, particularly of students who successfully completed the
in STEM disciplines, are promising initiatives redesigned course. Results will be studied
to achieve improved academic readiness over time as these pilot courses are expanded
for college-level work. To ensure that more to include more sections. Additionally, data
students are prepared to be successful collected by the Maryland Association of
when they enroll in their first college course, Community Colleges (MACC) show that
achievement gaps between groups must be community college students who successfully
attended to as early as possible. complete developmental education are more
Maryland’s recent adoption of the Common successful in persisting, transferring, or
Core State Standards (introduced in the graduating than their peers who were deemed
Significant Issues section of Maryland Ready) college-ready when they initially enrolled
is a noteworthy reform effort which aims to (MACC, 2013).
prepare high school graduates for success in Academic preparation in STEM disciplines
college and careers. However, underprepared is of particular interest to the State. Maryland
high school students and returning adult has the second highest concentration of STEM
learners may still need to improve their reading, jobs in the nation, and is adding employment
English, and mathematics skills before they opportunities in these areas faster than
are able to begin college-level coursework. all but five other states (U.S. Chamber of
Developmental courses are designed to Commerce, 2013). Simply stated, the State
help students who may need considerable needs more college and university graduates
preparation or just an academic refresher who are prepared for STEM careers. The
before they can move on to more rigorous Maryland State Department of Education
classes. These courses may be noncredit or (MSDE), in consultation with the Commission,
provide credits that do not count toward a is administering the Early College Innovation
degree. Developmental classes increase the Fund. This competitive grant program, which
cost and amount of time required to earn a is based upon partnerships between local
degree or credential, and many students who education agencies and postsecondary
take these courses become discouraged and institutions, supports the creation and
do not make adequate progress. Several new expansion of early college access programs
initiatives to redesign developmental courses that provide accelerated pathways for students
are underway at Maryland institutions. In 2011, interested in STEM credentials and careers.
27
2013 – 2017 MARYLAND STATE PLAN FOR POSTSECONDARY EDUCATIONGOAL 2: ACCESS,
A F F O R D A B I L I T Y, A N D C O M P L E T I O N .
THE ROLE OF OUTREACH Financial literacy in the postsecondary
AND FINANCIAL LITERACY. education context means that students and
As a precursor to postsecondary education families are provided with timely and easy-
enrollment, students and families need to to-understand information about the cost of
understand what postsecondary education attendance to include “sticker price” versus net
opportunities exist. They must also have the cost; financial planning options such as 529
financial knowledge and skills to fund their College Savings Plans; and state and federal
education. Outreach is an especially important financial aid application processes, timelines,
access strategy to inform low income, minority, and programs. Maryland is working to provide
first-generation, and other underrepresented early information to families and students
student populations about college regarding financial planning and assistance
BETWEEN 2005 AND 2013, readiness, the cost of attendance, for postsecondary education. As such, the
RESIDENT UNDERGRADUATE academic expectations, and career Commission collaborates with MSDE to ensure
TUITION AT MARYLAND PUBLIC pathways. The Commission, other that the PreK-12 financial literacy curriculum
FOUR-YEAR COLLEGES AND State agencies, postsecondary includes grade appropriate information about
UNIVERSITIES WENT FROM institutions, and nonprofit paying for college.
SEVENTH TO 27TH MOST organizations currently engage
EXPENSIVE IN THE NATION in outreach efforts across the AFFORDABILITY
State to convey this message. The Affordability is defined as the extent to
Commission’s outreach programs, supported by which Marylanders are ready to pay for and
federal grants, include participation in college manage the costs of enrolling in postsecondary
fairs, financial aid presentations at secondary education while supporting themselves, and
schools, and events and forums in community in some cases, their families. The State and
and faith-based organizations. While these efforts the postsecondary education segments
have been successful, the Commission must support affordability by limiting tuition and fee
continue to work to develop a statewide outreach increases; developing ways to control the cost
brand and collaborate with like-minded State of textbooks, software, and other associated
agencies, institutions, and nonprofits to distribute expenses; and providing financial aid to low-
this information more broadly. The action items for and moderate-income students.
Goal 2 lay out a plan to expand current outreach
efforts so that they are more deliberately targeted Tuition and Other
to PreK-12 students and families earlier in the Costs of Attendance
college planning process, and are more inclusive Over the last several years, Maryland
of adult learners in accordance with the recent has made significant strides toward making
College and Career Readiness and College public higher education more affordable. Since
Completion Act of 2013. The Commission is also 2007, public colleges and universities have
determining how to effectively use its relatively received substantial support in the form of
new social media presence and increase the use tuition stabilization funds. As a result of these
of its web resources for this purpose. investments, between 2005 and 2013, resident
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