MEASURING UP 2004 THE STATE REPORT CARD ON HIGHER EDUCATION MISSOURI WHAT IS MEASURING UP? This state report card is derived from Measuring Up 2004, the that the state’s population has attained. For more information national report card for higher education. Its purpose is to provide about this, see page 12 of this state report card. the public and policymakers with information to assess and In four of the performance categories—preparation, participation, improve postsecondary education in each state. Measuring Up completion, and benefits—grades are calculated by comparing 2004is the third in a series of biennial report cards. each state’s current performance to that of the best-performing Measuring Up 2004evaluates states on their performance in states. This provides a basis for assessing and comparing each higher education because it is the states that are primarily respon- state’s performance in the national context and encourages each sible for educational access and quality in the United States. In this state to “measure up” to the highest performing states. report card, “higher education” refers to all education and training In the affordability category, however, the nation as a whole is beyond high school, including all public and private, two- and “measuring down.” That is, even in the best-performing states, four-year, for-profit and nonprofit institutions. higher education has become lessrather than moreaffordable The report card grades states in six overall performance categories: when the costs of attending college are considered in relation to family income. As a result, grades in the affordability category (cid:2)Preparation:How adequately are students in each state are calculated by comparing each state’s current results to the being prepared for education and training beyond high school? performance of the top states a decade ago. This enables policy- (cid:2) Participation:Do state residents have sufficient opportu- makers to examine their state’s results in relation to other states, nities to enroll in education and training beyond high school? while also encouraging improved performance over time. A glance at the table of state grades on page 15 reveals that the affordability (cid:2)Affordability:How affordable is higher education for category is the only one in which no state receives an A. students and their families? Measuring Up 2004also compares each state’s current results with (cid:2)Completion:Do students make progress toward and its own performance a decade ago. Although this historical infor- complete their certificates and degrees in a timely manner? mation is not graded, it is offered to allow states to examine their (cid:2) Benefits:What benefits does the state receive as a result improvements and declines in performance. In gathering informa- of having a highly educated population? tion for this period, information from 1992—or the closest year available—is compared with the most recently available data. All (cid:2) Learning:What is known about student learning as a information was collected from national, reliable sources, including result of education and training beyond high school? the U.S. Census Bureau and the U.S. Department of Education. Each state receives a grade in each performance category, and the (For more information about grading, data collection, and sources, grades are based on the state’s performance on several indicators, please see the technical report at www.highereducation.org.) or quantitative measures, in each category. Most states receive an This state report card begins by summarizing the state’s perform- “Incomplete” in learning because there are no common bench- ance today compared with ten years ago, and by presenting key marks that allow for state-by-state comparisons in learning. Five policy questions that these results suggest for the state. Next, the states, however, receive a “Plus” in learning to highlight their state’s performance in each category is described in greater detail, work in developing measures to evaluate the state’s educational followed by additional contextual information. capital—that is, the reservoir of high-level knowledge and skills A Snapshot of Improvement Over the Past Decade High school graduates are, in general, better prepared for college Completion:37 states improved on more than half of the today than their peers were a decade ago. However, most states, indicators; 9 improved on some of the indicators; 4 declined and the nation as a whole, have made little progress in translating on every indicator. these gains into improvements at the college level. Benefits:41 states improved on more than half of the indicators; Preparation:44 states improved on more than half of the 8 improved on some of the indicators; 1 declined on every indicator. indicators; 6 improved on some of the indicators. Learning:45 states receive an “Incomplete”; 5 states (Illinois, Participation:8 states improved on more than half of the Kentucky, Nevada, Oklahoma, and South Carolina) receive a indicators; 23 improved on some of the indicators; 19 declined “Plus.” on every indicator. For more information about improvement, please see Measuring Affordability:2 states improved on more than half of the Up 2004: The National Report Card on Higher Educationat indicators; 31 improved on some of the indicators; 17 declined www.highereducation.org. on every indicator. 2 Measuring Up 2004 MISSOURI A Decade Ago and Today Missouri has made modest but consistent improvements over the (cid:2)A large percentage of first-time, full-time students complete a past decade in preparing students for and enrolling them in higher bachelor’s degree within six years. Over the past few years, this education. However, the state has lost ground in keeping public percentage has increased—more than the national increase on four-year colleges affordable. this measure. Strengths (cid:2)The proportion of students completing certificates and degrees relative to the number enrolled has increased as well, surpassing Preparation the nationwide improvement on this measure. (cid:2)A very large proportion of high school students enroll in upper- level math. Over the past decade, this proportion has increased (cid:2)Over the decade, the gap has narrowed between whites and substantially—more than the national increase on this measure. blacks in the proportion of students completing certificates and degrees relative to the number enrolled. However, this gap remains (cid:2)In Missouri, 8th graders perform well on national assessments large. in math, science, and reading. The state has improved on each of these measures over the past few years—outpacing the nation on Benefits every one. (cid:2)The percentage of residents with a bachelor’s degree has increased substantially over the past decade, mirroring the Participation nationwide increase. (cid:2)Over the past decade, the likelihood of 9th graders enrolling in college within four years has increased, in contrast to a nation- wide decline. Two important factors underlie this overall increase. Relatively fewer students are graduating from high school compared with a decade ago. However, more of those who graduate enroll in college. Completion – (cid:2)Compared with other states, a large percentage of freshmen at B community colleges return for their second year. B (cid:2)A very high percentage of freshmen at four-year colleges and universities return for their sophomore year. Over the past decade, F Missouri has been among the top ten states in improvement on this measure. B B I Improvement I Over Past Decade Preparation Participation Affordability Completion Benefits Learning 3 Measuring Up 2004 MISSOURI A Decade Ago and Today Weaknesses Policy Questions Preparation (cid:2)Can Missouri increase the proportion of students who finish high (cid:2)A small proportion of 8th graders take algebra. school within four years? (cid:2)Missouri’s 8th graders perform poorly on national assessments (cid:2)Can the state’s two-year colleges make higher education more accessible and serve as a route to the bachelor’s degree? in writing. (cid:2)Extremely small proportions of 11th and 12th graders take and (cid:2)Can Missouri diminish the disparities and inequities in educational achievement and attainment of its residents based score well on Advanced Placement tests. on the geographic location of its colleges and universities? Affordability (cid:2)Can the state develop financial aid programs that more (cid:2)Net college costs for low- and middle-income students to attend effectively meet the needs of students from low-income families? public four-year colleges and universities represent more than 40% of their annual income. (Net college costs equal tuition, room, and (cid:2)Missouri’s Higher Education Academic Scholarship Program board minus financial aid.) ("Bright Flight") provides funds for students to enroll in higher education based largely on academic performance in high school. Benefits Can the state develop financial aid programs focusing on students’ (cid:2)Over the past decade, the gap between the percentage of financial need in order to ensure access to college for all qualified whites and the percentage of minority ethnic groups who have students? a bachelor’s degree has widened. (cid:2)Can Missouri enhance connections between community colleges and public four-year institutions to ensure that transfer barriers do not inhibit students from earning a bachelor’s degree? Measuring Up 2004 4 PREPARATION 2004 Missouri 2004 Improvement Grade Over Decade Missouri, over the past decade, has made improvement in preparing B– students to succeed in college. This year Missouri receives a B– in preparation. Graded Information MISSOURI Top (cid:2)Compared with other states, a very PREPARATION States large proportion (55%) of high school A Decade 2004 2004 students in Missouri are enrolled in Ago upper-level math, and a large percentage High School Completion (20%) (34%) are enrolled in upper-level science. 18- to 24-year-olds with a high school credential 88% 91%* 94% (cid:2)A small proportion (23%) of 8th K–12 Course Taking (35%) graders take algebra. 9th to 12th graders taking at least one upper-level 37% 55% 59% math course (cid:2)Eighth graders perform well on 9th to 12th graders taking at least one upper-level national assessments in science and read- 31% 34% 41% science course ing, and fairly well in math, but poorly 8th grade students taking algebra 10% 23% 35% on national assessments in writing. 12th graders taking at least one upper-level n/a n/a 66% math course (cid:2)Compared with their peers in other states, low-income 8th graders K–12 Student Achievement (35%) perform very poorly on national math 8th graders scoring at or above “proficient” on assessments. the national assessment exam: in math 20% 28% 36% (cid:2)Extremely small proportions of 11th in reading 29% 34% 39% and 12th graders score well on Advanced in science 28% 36% 42% Placement tests, but fairly large propor- in writing 17% 27% 41% tions score well on college entrance Low-income 8th graders scoring at or above exams. “proficient” on the national assessment exam 9% 13% 23% in math (cid:2)Two-thirds of secondary school Number of scores in the top 20% nationally on students are taught by qualified teachers, SAT/ACT college entrance exam per 1,000 high 155 180 227 which compares fairly well with top- school graduates performing states. Number of scores that are 3 or higher on an Advanced Placement subject test per 1,000 high 32 70 219 Change in Graded Measures school juniors and seniors (cid:2)Over the past decade, the proportions Teacher Quality (10%) of high school students enrolled in upper- 7th to 12th graders taught by teachers with level math have increased substantially. a major in their subject 65% 66% 81% (cid:2)The proportion of 8th graders taking *Eighty-seven percent of 18- to 24-year-olds have a regular high school diploma; 4% have a GED. algebra has more than doubled in this Note: Indicators in italics are new for 2004. same period, but the state’s current performance on this measure is low compared with other states. 5 Measuring Up 2004 PREPARATION 2004 Missouri (cid:2)The percentage of 8th graders perform- Other Key Facts ing well on national assessments in math (cid:2)The percentage of young adults who has increased over the past decade. are from low-income families and who earn a high school credential has (cid:2)During the past few years, the percent- increased from 79% to 84% over the age of 8th graders performing well on past decade. national assessments in science has increased notably; the degree of improve- (cid:2)About 17% of children under age 18 ment has been among the strongest in live in poverty, which matches the the nation. national rate. (cid:2)In the same period, the percentage of (cid:2)Policymakers and state residents do 8th graders performing well on national not have access to important information assessments in reading has increased by about 12th graders taking upper-level 17%, in contrast to a national decline of math because the state did not report the 3% on this measure. data by grade level. (cid:2)The percentage of 8th graders perform- ing well on national assessments in writing has increased substantially over the past few years. (cid:2)Over the past decade, the proportions of 11th and 12th graders taking and scoring well on Advanced Placement exams have more than doubled, although the state’s current performance on this measure is very low relative to other states. The preparation category measures how well a state’s K–12 schools prepare students for education and training beyond high school. The opportunities that residents have to enroll in and benefit from higher education depend heavily on the performance of their state’s K–12 educational system. Measuring Up 2004 6 PARTICIPATION 2004 Missouri 2004 Improvement Grade Over Decade Over the past decade, Missouri has shown consistently good performance in B the number of students enrolling in higher education. Missouri continues that performance this year, earning a B in participation. Graded Information MISSOURI Top (cid:2)Compared with other states, the PARTICIPATION States chance of Missouri high school students A Decade 2004 2004 enrolling in college by age 19 is only fair, Ago because few students graduate from high Young Adults (60%) school and enroll in college. Chance for college by age 19 36% 39% 52% (cid:2)A fair percentage of working-age adults 18- to 24-year-olds enrolled in college 36% 32% 40% (ages 25 to 49) are enrolled part-time in Working-Age Adults (40%) college-level education or training. 25- to 49-year-olds enrolled part-time in any type of postsecondary education 4.3% 3.9% 5.4% Change in Graded Measures (cid:2)Over the past decade, the chance of enrolling in college by age 19 has Other Key Facts (cid:2)About 12% of the adult population has increased by 8%, in contrast to a nation- less than a high school diploma or its (cid:2)A decade ago, 28 of every 100 young wide decline of 3%. Although a slightly equivalent, compared with 14% of adults adults (ages 18 to 24) from minority smaller percentage of students graduate nationwide. ethnic groups were enrolled in college; from high school within four years, more now 37 of 100 are. of those who graduate enroll in college. (cid:2)In Missouri, 2,226 more students are entering the state than are leaving to attend (cid:2)The state’s population is projected to college. About 16% of Missouri high school grow by 8% from 2000 to 2015, below the graduates who go to college attend college national rate of 13%. During approximately out of state. the same period, the number of high school graduates is projected to decrease by 2%. The participation category addresses the opportunities for state residents to enroll in higher education. A strong grade in participation generally indicates that state residents have high individual expectations for education and that the state provides enough spaces and types of educational programs for its residents. 7 Measuring Up 2004 AFFORDABILITY 2004 Missouri 2004 Improvement Grade Over Decade Over the past decade, Missouri has made no notable progress in providing F affordable higher education opportunities. Missouri receives an F in afford- ability this year. Graded Information MISSOURI Top States (cid:2)Compared with top-performing states, AFFORDABILITY A Decade families in Missouri devote a fairly large A Decade 2004 Ago share of family income, even after finan- Ago cial aid, to attend public two- and four- Family Ability to Pay (50%) year colleges and universities, which enroll two of every three college students Percent of income (average of all income groups) needed to pay for college expenses minus in the state. In addition, families devote financial aid: a large share of family income to attend at community colleges 21% 19% 15% private colleges and universities in the state. at public 4-year colleges/universities 24% 27% 16% at private 4-year colleges/universities 55% 50% 32% (cid:2)The state’s investment in need-based Strategies for Affordability (40%) financial aid is very low when compared State investment in need-based financial aid as with top-performing states, and 8% 12% 89% compared to the federal investment Missouri does not offer low-priced At lowest-priced colleges, the share of income college opportunities. 15% 15% 7% that the poorest families need to pay for tuition (cid:2)Undergraduate students borrowed on Reliance on Loans (10%) average $3,240 in 2003. Average loan amount that undergraduate students $2,982 $3,240 $2,619 borrow each year Other Key Facts Note: In the affordability category, the lower the figures the better the performance for all indicators except for (cid:2)In Missouri, 30% of students are “State investment in need-based financial aid.” enrolled in community colleges, 37% in public four-year colleges and universities, and 29% in private four-year institutions. The affordability category measures whether students and families can afford to pay for higher education, given income levels, financial aid, and the types of colleges and universities in the state. Measuring Up 2004 8 AFFORDABILITY 2004 Missouri Community Public 4-year Private 4-year colleges colleges/universities colleges/universities A CLOSER LOOK AT Average Percent Percent Percent family of income of income of income FAMILY ABILITY TO PAY Net Net Net income needed to needed to needed to college college college pay net pay net pay net cost* cost* cost* college college college cost cost cost Income groups used to calculate 2004 family ability to pay 20% of the population with the lowest income $13,200 $6,082 46% $8,589 65% $16,555 125% 20% of the population with lower-middle income $30,232 $6,529 22% $9,102 30% $16,593 55% 20% of the population with middle income $48,500 $6,798 14% $9,573 20% $16,205 33% 20% of the population with upper-middle income $72,064 $6,882 10% $9,817 14% $16,047 22% 20% of the population with the highest income $112,000 $6,886 6% $9,895 9% $17,194 15% 40% of the population with the lowest income $21,716 $6,305 29% $8,846 41% $16,574 76% *Net college cost equals tuition, room, and board, minus financial aid. Those who are striving to reach or stay (cid:2)If the same student were to attend a in the middle class—the 40% of the public four-year college in the state, their population with the lowest incomes— net cost to attend college would represent earn on average $21,716 each year. about 41% of their income annually: (cid:2)If a student from such a family were to Tuition, room, and board: $10,379 attend a community college in the state, Financial aid received: –$ 1,533 their net cost to attend college would Net college cost: $ 8,846 represent about 29% of their income annually: Percent of income: 41% Tuition, room, and board: $6,933 Note Financial aid received: –$ 628 The numbers shown for tuition, room, Net college cost: $6,305 and board minus financial aid may not exactly equal net college cost due to Percent of income: 29% rounding. 9 Measuring Up 2004 COMPLETION 2004 Missouri 2004 Improvement Grade Over Decade Missouri, over the past decade, has shown substantial improvement in B the number of students earning their certificates or degrees in a timely manner. This year Missouri receives a B in completion. Graded Information MISSOURI Top (cid:2)Compared with other states, a large COMPLETION percentage (52%) of first-year students A Decade States in community colleges return for their Ago 2004 2004 second year. Persistence (20%) (cid:2)In addition, the percentage of fresh- 1st year community college students returning 54% 52% 63% men at four-year colleges and universities their second year who return for their sophomore year is Freshmen at 4-year colleges/universities 71% 76% 84% very large (76%). returning their sophomore year Completion (80%) (cid:2)A large percentage of first-time, First-time, full-time students completing a full-time college students complete a bachelor’s degree within 6 years of college 47% 53% 64% bachelor’s degree within six years of entrance enrolling in college. Certificates, degrees, and diplomas awarded at all colleges and universities per 100 15 18 21 (cid:2)Likewise, a large proportion of students undergraduate students complete certificates and degrees relative to the number enrolled. (cid:2)The proportion of students completing Change in Graded Measures certificates and degrees relative to the (cid:2)Over the past decade, the percentage number enrolled has increased by 25% of freshmen at four-year colleges and over the past decade, compared with a universities returning for their sophomore nationwide increase of 15%. year has increased notably, placing Missouri among the top ten states in Other Key Facts improvement on this measure. (cid:2)Over the past decade, Missouri has made progress in narrowing the gap between (cid:2)During the past few years, the state has whites and blacks in the proportion of also seen an increase in the percentage students completing certificates and degrees of first-time, full-time college students relative to the number enrolled. The earning their bachelor’s degree within number of black students receiving six years of enrolling in college. certificates and degrees has increased from 10 to 17 per 100 enrolled. The completion category addresses whether students continue through their educational programs and earn certificates or degrees in a timely manner. Certificates and degrees from one- and two-year programs as well as the bachelor's degree are included. Measuring Up 2004 10