'Nationally, Illinois Is An Outlier': Illinois Looks To Make Higher-Ed Funding More Equitable

'Nationally, Illinois Is An Outlier': Illinois Looks To Make Higher-Ed Funding More Equitable

June 21, 2021

By PETER MEDLIN - WNIJ and WNIU

Illinois K-12 education Evidence-Based Funding takes 27 key elements like the number of nurses or low-income students a school has and calculates an adequacy target for each district. Higher-ed institutions in the state have no defined funding formula.

A recently passed bill looks to completely change how higher education is funded, just like what lawmakers did with K-12 schools four years ago. Kyle Westbrook, executive director of the Partnership for College Completion, says this new equity-focused mindset is long overdue.

"We have institutions in our state who are serving significantly high percentages of low-income students, students of color that, frankly, are being inadequately funded to serve the interests of those students."

That could start to change with the passage of Senate Bill 815. It creates a commission to research equity-based funding strategies and return to the legislature with a report.

The State Board of Higher Education also just released a strategic plan calling for a new funding formula to close graduation and retention gaps among low-income and students of color.

"I think it's important to first realize that, nationally, Illinois is an outlier in this regard," said Westbrook, who gave testimony during a committee hearing for the plan. "The vast majority of other states have a true formula for how they appropriate their state funds every year. And Illinois is one of only a few that does not have a defined formula."

Westbrook says the idea is to look at criteria like the number of low-income students and how much a university relies on state appropriations to calculate an "adequacy target."

For example, some schools like Chicago State serve the highest percentages of Pell-eligible and students of color but depend more heavily on state aid than the University of Illinois Urbana-Champaign.

When those schools need to provide more services for students but don't have the funding, tuition goes up.

The newly-passed proposal also asks institutions to establish equity plans. Westbrook says many Illinois schools have significant graduation and retention gaps along racial and socioeconomic lines. These plans will look at what each school can do to help close them.

He says universities can make changes by removing standardized testing requirements from scholarships and stopping financial holds on student accounts. Every year, tens of thousands of Illinois students miss out on MAP Grant financial aid because the first-come-first-serve money runs out. Westbrook also says the state needs to commit to consistent funding for MAP Grants, so that doesn't happen.


Source: https://www.northernpublicradio.org/wnij-news/2021-06-21/illinois-looks-to-make-higher-ed-funding-more-equitable


This report was also featured on POLITICO, Illinois Playbook, Higher Ed section

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Illinois Is Reforming Developmental Education. Here's Why Advocates Say It's A Racial Equity Issue

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January 19, 2021

By PETER MEDLIN - WNIJ and WNIU

Nearly half of Illinois high school grads who enroll full-time at a community college get placed in a developmental education course. That includes 70% of Black students and, of them, only 8% graduate compared to 26% of white students.

Those classes cost students tuition money and time, but don't count for credit towards a degree. Emily Goldman, with the Partnership for College Completion, helped lawmakers craft the Developmental Education Reform Act to address the issue.

The act is part of the Legislative Black Caucus' education reform bill which passed through the Illinois legislature during the lame duck session.

"We really believe we can't talk about advancing racial equity in Illinois higher education without talking about how we're going to reform our development education system," said Goldman.

She says community colleges over-rely on placement tests. That leads to over-placing Black students in those courses. The new plan allows students to show proficiency in other ways. They can get into college-level courses through high school GPA or transition classes.

"Forty-five community colleges will implement the traditional model at some level, despite its ineffectiveness," said Goldman. "When you hear that, and you know how it affects the rate of completion of college-level coursework -- I think it's pretty alarming."

Most students are still placed in the traditional model. Goldman says the most promising alternative is placing students in college-level courses with concurrent supports so their graduation isn't delayed.

In the current model, 18% of Black students in developmental math courses completed their first for-credit math class with a "C" or higher within three years. But with the alternative, Goldman says that jumps up to 69%.

The new proposal also requires colleges to submit plans for evidence-based developmental ed reforms, and issue reports on the results of their policy shifts over the next several years.

Illinois Governor J.B. Pritzker is expected to sign the plan into law.


Source: https://www.northernpublicradio.org/post/illinois-reforming-developmental-education-heres-why-advocates-say-its-racial-equity-issue

This report was also featured on Tri States Public Radio ILLINOIS.


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The Illinois Black Caucus’ education bill, HB 2170, is headed to the Governor’s desk. Here’s how one piece of the legislation will help Black students on their path toward a college degree.

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Partnership for College Completion  |  January 12, 2021

[UPDATE: Governor JB Pritzker signed HB 2170 into law on March 8, 2021.]

Systemic racism underlies both the disproportionate impact of COVID-19 on communities of color and our history of police violence against Black people in the United States. These dual crises collided last year, creating a wave of civil unrest across the country and spurring the Illinois Legislative Black Caucus (ILBC) to develop a legislative agenda aimed at dismantling the vicious cycle of racism in Illinois. Over the course of several months, the ILBC heard from advocates and stakeholders from across the state on policies and practices hindering racial equity. They categorized these priorities into four pillars:

  1. Criminal justice, violence reduction, and police accountability
  2. Economic access, equity and opportunity
  3. Health care and human services
  4. Education and workforce development.
The Partnership for College Completion and Women Employed had the privilege of working with Leader Kimberly Lightford and Representative Carol Ammons on the education pillar of the ILBC agenda, culminating in HB 2170. The comprehensive bill aimed at reversing centuries of systemic racism in education, birth to career, passed both chambers on Monday, and now heads to the Governor's desk for signature. HB 2170 includes several policies that dismantle barriers to Black student success and advance equity across the P-20 spectrum. One such policy is Article 100, which creates the Developmental Education Reform Act.
Racial disparities in access to higher education and college completion, particularly those between Black and white students, remain stagnant and in some cases are widening. Though there are many factors that contribute to this, there is perhaps no barrier to equitable higher education outcomes as significant and well-researched as developmental education course placement and delivery. Developmental education (or remedial) coursework are classes that don't offer credit or progress toward a degree, but which colleges require many students to take before they can enroll in college-level coursework.

Colleges are twice as likely to place Black students in developmental education courses as they are to place White students. Once placed in a developmental course, Black students are less likely to enroll in and complete a gateway course in mathematics and English and are less likely to complete a degree than their White peers. As it stands, nearly 71 out of every 100 Black students in an Illinois community college are placed into a developmental education course and, most appallingly, only 6 of those students will go on to graduate.

The problem is twofold: (1) inaccurate placement measures, like high stakes placement exams and standardized tests, over-place students into developmental education; and (2) the traditional (and most common) model of developmental education includes long course sequences, which cost students time and money, rarely count as college credit, and seldom lead to a degree.

The Developmental Education Reform Act addresses both of these issues. First, it requires community colleges to look beyond standardized test scores, which, compared with other measures like high school GPA, track more closely with a student's income than their course preparedness. The legislation requires a multiple measures framework for placement into college-level coursework, including GPA. Evidence shows that using high school GPA results in fewer students misplaced into developmental coursework, and can help make placement more equitable. The key to this approach is allowing students to demonstrate proficiency with any one measure in order to become eligible for college-level coursework—eliminating the risk of double jeopardy and giving students multiple paths to demonstrate readiness for college-level coursework.

The second part of the Act addresses how students are served once they are placed into a developmental course. Currently, at least 45 community colleges still implement the traditional model of developmental education at some level, despite evidence of its ineffectiveness. In the latest community college cohort, just 18% of Black students in the traditional math model completed their gateway course with a "C" or better in 3 years, and just 29% completed their English gateway course. Alternately, co-requisite remediation, an evidence-based model that places students directly into college-level coursework with concurrent supports, reported 69% of Black students completing their math gateway course and 64% completing their English gateway course with a "C" or better in 3 years.

While institutions are implementing other approaches to developmental education like co-requisite remediation, 77% of math students and 67% of English students who are placed in developmental education are still placed in a traditional model. The Developmental Education Reform Act requires institutions to develop plans for implementing and scaling evidence-based developmental education models that maximize students' likelihood of completing gateway courses in mathematics and English within two academic semesters. There is no question that more effective approaches to developmental education exist, and this bill will help spur institutional action to implement and scale evidence-based approaches that improve equity in college-level course access and completion. 

In concert with ongoing agency and institutional efforts to improve developmental education outcomes[1], HB2170 will help scale down the disproportionate enrollment of Black students in traditional developmental education, ensuring that more students who can immediately succeed in college-level coursework are placed in credit-bearing courses and that students who need additional support are served by evidence-based models of developmental education.

Successful implementation and sustainability will require institution-wide stakeholder engagement, dedicated state and institutional resources, and a comprehensive review of current developmental education practices and policies and related student supports. We applaud the ILBC for championing HB2170, a crucial step to more equitable course placement and gateway course completion, which will support more Black students on their path toward college degrees. 


[1] See: SJR 41 report, ICCCP course placement recommendations, ICCB developmental education grant, ILEA institutional Equity Plans, PWR Act's transitional math implementation

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