ACT Annual Report Released on College and Career Readiness

The Condition of College and Career Readiness, 2010

“Since 1959, ACT has collected and reported data on students’ academic readiness for college. Because becoming ready for college and career is a process that occurs throughout elementary and secondary education, measuring academic performance over time in the context of college and career readiness provides meaningful and compelling information about the college readiness of students.”


Additional Resources-County Indicators, Public School Enrollment, Graying Labor Force, Levels of Education Needed to Support Ohio Economy, & Improving College Degree Completition

The Environmental Scan Team at Zanesville makes the following recommendations for sources that it has found to be useful:

Ohio Department of Development, Ohio County Indicators, July 2009. This report has more than 175 pages of county and state date on income, demographics, percentage of employment by economic sector, etc.

This news article talks about the coming public school enrollment decline in many areas of the state

This 2008 study from Ohio’s Job and Family Services looks at Ohio’s Graying Labor Force through 2016.

OSU’s P-12 Project did this report, “Knowledge is Power” in 2008 outlining the relationship between Ohio’s future economy and jobs and levels of education needed.

Also an additional resource passed along by Candace Boeninger

College Board Advocacy & Policy Center, The College Completion Agenda

“The percentage of American adults with postsecondary credentials is not keeping pace with other industrialized nations. Improving postsecondary success for all our citizens, but most urgently for low-income and minority students, is critical to our nation’s economic and social health. To help policymakers and educators achieve the goal of 55% by 2025, The College Board Advocacy & Policy Center has developed the College Completion Agenda — incorporating a Progress Report that will be updated annually and a companion State Policy Guide that was co-created with the National Conference of State Legislatures.”

Additional Demographic Information

Randy Leite located these additional sources of demographic information:

Trends in Numbers of High School Graduates,” WICHE/The College Board

Demographic Trends: Undergraduate and Graduate Education

“Significant changes in the size, composition, and career interests of the undergraduate population have characterized the past quarter century of American higher education. Demographic and other trends indicate that similar changes, although not as rapid or extreme, will also mark the next 20 to 30 years. Since the baccalaureate is the entry-level degree to a scientific or engineering career, the composition of the undergraduate population can be expected to have a significant effect on the size and make-up of the science and engineering work force. This section will examine the changing demographic and career patterns of the undergraduate population and discuss the implications of the trends for the size and quality of the scientific and engineering work force.”

Janet Lopez, “Impact of Demographic Changes on U.S. Higher Education, 2000-2050,” State Higher Education Executive Officers.

“The purpose of this brief is to take a step back and identify the key demographic trends that have been identified as major changes over the next 50 years, considering demographic shifts in age, areas of population growth, race and ethnicity, immigration, young children, distribution of wealth, projections of K-12 enrollment and projections of higher education enrollment.”

Watson Scott Swail, “Higher Education and the New Demographics: Questions for Policy,” Change (July/August 2002).

“Higher education is also going through significant changes stimulated by the rapid growth of the Internet, the increasing globalization of higher education, and the ever-pressing question of institutional and instructional quality.  New modes of educational delivery through virtual networks are breaking the traditional mold of instructional provision.  New players, new pedagogies, and new paradigms are redefining higher education. The rules are changing and there is increased pressure on institutions of higher education to evolve, adapt, or desist.

The nexus between these two major trends—unprecedented institutional evolution and dramatic demographic changes—raises important policy and practical questions at both the international and national levels. With respect to the former, what role will U.S. higher education play in a global market?  Will U.S. institutions feel pressure to serve the growing world population?  And how will the emerging competitiveness of a global market for higher education impact U.S. policy and practice? On the domestic front, how will institutions act to meet the challenges posed by the new demographics? How will we keep higher education affordable?  How will the country better prepare new kinds of students for postsecondary study? Who will be left behind in the competitive race, in terms of both citizens and institutions? And what will be the net impact of virtual instruction? “

Bureau of Labor Statistics Report on College Enrollment/Work Activity of 2009 H.S. Graduates

“College Enrollment and Work Activity of 2009 High School Graduates,” April 2010

“In October 2009, 70.1 percent of 2009 high school graduates were enrolled in
colleges or universities, the U.S. Bureau of Labor Statistics reported [on April 27, 2010].
This was a historical high for the series, which began in 1959. Recent high
school graduates not enrolled in college in October 2009 were more likely than
enrolled graduates to be in the labor force (70.0 compared with 42.1 percent).”

Cost Trends in Higher Education & Workforce Planning

Trends in College Spending, 1998-2008,” July 8, 2010

“A national trends report and cost-comparison tool released . . . by the Delta Project on Postsecondary Costs, Productivity, and Accountability provide significant insight into how thousands of the nation’s colleges and universities are spending their resources, with implications for what that means for ―the new normal in college spending.  The report – Trends in College Spending 1998-2008: Where Does the Money Come From? Where Does It Go? What Does It Buy? – examines national college spending and resource trends in the years leading up to the current recession. Focusing on the period from 1998 to 2008 (the most recent year for which data is available), the report highlights several ongoing patterns in how institutions get and spend their money. TCS Online (, a new web-based application of the Delta project database, complements the national trends report with easy access to institution and state-level details.”

Academic Support Unit Workforce Planning Initiative Example (Cornell University)

“Driven by fiscal pressures and a responsibility to ensure the most cost effective use of limited resources, President Rawlings initiated the Workforce Planning initiative in November 2001 as a comprehensive review of non-academic staffing requirements across the Ithaca campus.”

Environmental Scan Team Meeting, July 7, 2010

Update University Environmental Scan Team, July 7, 2010

On July 7 the University Environmental Scan Team met to discuss:

  • Preliminary findings relating to key trends in assigned areas that offer the greatest challenges and the greatest promise for the work of supporting a transformational learning community.
  • The type of analysis that will need to be done in relation to those key trends in order to better understand their implications for Ohio University within a 3-5 year planning window.

Areas discussed were culture and communications, regional issues, demographics, and infrastructure.

In the realm of culture and communications, the team discussed how the nature of the subject did not lend itself well to being captured in a typical database.  It is not easy to gather statistical information on questions such as how faculty envision their roles in a changing higher education environment or how the consumerism approach adopted by many incoming students has changed university culture.  It was suggested that fruitful avenues of further investigation might lie in attitudinal work that has been done on new faculty, annual surveys of student characteristics and expectations, and an examination of approaches used by institutions known to have strong and effective communication strategies.

On the subject of regional issues, matters such as how to understand and prioritize the diversity of educational needs in Ohio University’s service area were discussed along with how to project employment trends; how to anticipate the knowledge and skill set needs of future students; and how to make a convincing case in light of tight state resources and economic realities faced by families and individuals that quality matters at all levels.

In discussing demographics more in depth knowledge was called for of populations in the areas (both in-state and out-of-state) that we draw on most heavily for students.  We also must understand and project patterns relating to online learning.  Shifts in occupational growth are another area of demographic importance.  Finally, the team discussed what universities had profiles that were most similar to Ohio University—large public institutions with diversity in academic programs and structures, in a rural location, and in states with a large dominant land grant university.  Looking to these types of institutions, it was suggested would give us some important comparative options.  Randy Leite provided a list of potential demographic indicators that should be of use to planning units as they work on their environmental scans.

When it came to infrastructure, the discussion included some consideration of how the area needed to be subdivided into internal and external matters.  While external issues such as working with the City of Athens on issues of utilities, housing, and access were deemed to be vital, it was suggested that the greatest degree of cost control is to be had through the pursuit of our own “bricks and mortar”—understood in both the traditional sense and in the technological sense.

At the conclusion of the meeting, the Provost requested that each member of the team provide by July 20 a written outline addressing the two bullet points cited in the first paragraph of this update.  For the August Environmental Scan Team meeting, she asked that each individual on the team select within their areas the three most important critical trends that are bound to exert an influence on the university’s ability to support a transformational learning community both near-term and long-term.

Ohio Board of Regents Data

Randy Leite prepared a useful set of PDFs containing data from the Ohio Board of Regents on a variety of subjects including student demographics, student graduation rates, student success, type of faculty instruction, costs of instruction, and enrollment.  I’ve created a new page (Ohio Board of Regents Info.) to house the information.