Abstract
Although many individuals complete some college-level education, too few attain a degree. In California, there are nearly 20 million working-age adults of which 22%, or 4.5 million, have some college, but no degree (Lumina Foundation, 2010). Emerging data indicates that many of these individuals actually qualify for a degree or are within 15 credits of completing an academic program of study (Institute for Higher Education Policy, 2011a). The literature review confirmed that the focus on near completion is new in national policy conversations and also illustrated that California is not among the nine states focusing on near completion as part of statewide efforts to increase degree attainment. The purpose of this study was to identify and understand the state-level policy affecting degree completion at the associate and baccalaureate levels for the near completion population in California. To gain this understanding, I sought answers to the following research questions: (1) Are there state-level policies in California that specifically address near completion? (2) How do state-level policies help or hinder access and success for the near completion population? The research study confirmed that California's existing state-level policy in higher education, workforce development, and economic development is devoid of specific programs, initiatives, or regulations to move the near completion population toward degree completion. The policy audit demonstrated that policies affecting the near completion population are frequently the same policies identified as affecting college completion in general. Therefore, investing in cross cutting efforts to improve degree completion will benefit near completers and current students. The research also revealed that many leaders and key staff are unaware of the near completion population in California and near completion projects in other states. Two hundred seventy-two artifacts from 14 higher education, workforce development, and economic development entities in California’s executive branch of government were categorized into nine areas of an existing framework and then audited for impact to the near completion population. The following nine areas from the CAEL Adult Learning Policy Review Framework (Council for Adult and Experiential Learning, 2008) were utilized in collecting and categorizing policy: governance, strategic plans, performance measures, state agency programs, postsecondary education programs, finance, student financial assistance, consumer information, and stakeholder involvement. The following six public policy priorities, adapted from Shulock and Moore’s (2007) audit of California Community Colleges’ finance policy, formed the policy audit criteria: access, completion, workforce, affordability, readiness, and efficiency. Nineteen interviews with state level policy leaders and key staff provided insight on the policy context and on specific policies. The research also confirmed that existing policy not targeted at near completion does indeed affect access and success for the near completion population. The study highlights specific policies in order to demonstrate that policy that supports, hinders, or works at cross purposes in moving the near completion population to degree completion. At the same time, since there are no specific efforts targeting near completion, there are also no state-level policies preventing efforts or services. A summary chart in Chapter 5 notes specific activities that higher education, workforce development, and economic development can do to improve access and success for the near completion population. These findings have important implications for policy, leaders, and support the use of data informed decision making. The findings shed light on the near completion phenomenon and how it is linked to umbrella policy regarding degree completion. The study's focus on near completers highlights the opportunity for some immediate success as part of a comprehensives completion agenda. The lack of data on the near completion population and near completion programs indicates the need for a coordinated data system. The importance of measurement supports the need for universal data and points to the urgency in reevaluating completion formulas and completion metrics. The lack of degree attainment goals points to a need for coordinated oversight and leadership across higher education, workforce development, and economic development. Near completers are closer to a college degree than incoming freshman and addressing the near completion population should be one part of increasing the overall degree attainment levels in California and across the nation.