Priorities Report: State Higher Education System Offices


Make postsecondary education affordable for low- and middle-income families


Lower the student and family college cost burden for low- and middle-income populations.

Develop FAFSA completion initiatives that strongly encourage or require high school seniors to seek federal aid for college.  

Establish a state longitudinal database or improve workforce and education data in an existing one. Provide clear analysis to inform better higher education funding decisions.

??Conduct a full financial aid audit to highlight where there may be financial aid gaps for students of various socioeconomic or demographic status.  

Publish an analysis of the true costs of colleges in the state ?? to incentivize universities to bring down total cost through efficiency.  

Work with legislators to provide state aid to cover the gap between the Pell award and the cost of public tuition and fees. Determine the amount, which some organizations previously estimated at $2,500.

Establish a strategic process for approving new academic programs that identifies the lowest possible costs to students for each new or revised option.   

Incentivize colleges to consider using more open educational resources or low-cost texts.

Be transparent with students and families about the true out-of-pocket cost of college and the value of obtaining a degree that aligns with their skills and interests.

Collect, analyze and disaggregate the true out-of-pocket cost of degrees for different student populations with varying resources and needs (such as low-income, traditional, adult learner, student-parent, part-time).  

Publish  the true out-of-pocket cost of degrees for student populations with varying resources and needs ─ part-time students, for example, or students who are parents.

Analyze and publish the value of different degrees, especially for high-demand professions.

Support students to complete their degree or credential of value at a faster rate.

Adopt statewide universal transfer and articulation policies, allowing acceptance of more courses for degree credit. clicky to FL example?

  • Develop policy for greater flexibility for meeting general education course requirements, especially for transfer students.
  • Accredited institutions should be required to count as many credits as possible — for full or even partial credit — to reduce time to degree and cost.  

Support colleges to create better course schedules and sequences.  

Set state policy that limits degree requirements to 120 credit hours for baccalaureate degree programs or 60 credit hours for associate degree programs (unless more are required for degree program accreditation).  

Set state policy for accepting and applying credit toward degree for dual enrollment courses and for Advanced Placement courses with a test score of 3 or higher. 



Student Coaching Support

Help all students navigate, persist and graduate

Centralize student success services with a concierge office staffed with trained success coaches.

Provide colleges and universities with incentives to develop centralized student success concierge offices.  

Develop state education policy (with legislators) that codifies the provision of student success coaching, including academic, social-emotional and basic transition support services and mentorship.  

Replicate successful statewide models of student success coaching and wraparound services such as statewide educational opportunity programs. 

Adapt, customize and modernize effective student success coaching models.

Adapt and expand on successful coaching programs by providing models of the most successful practices for guidance. Provide additional resources and partner with institutions to support adoption and implementation of these models. There are 60 years of successful coaching models in state and federal programs like U.S. Department of Education’s Federal TRIO programs as well as state-funded educational opportunity programs. These programs have provided students with wraparound services, successful academic advising, career counseling, financial support services, mental health support, social service assistance, peer mentoring and student success coaching. They are exemplary models of student success coaching and concierge services, bringing students essential resources to help them stay enrolled and complete credentials. 


Workforce Preparedness
Help all graduates secure a well-paying job

workforce preparedness

Increase the focus within postsecondary education on current and future workforce needs. State and local leaders should emphasize the importance for higher education leaders and faculty to understand workforce needs and to align programs to better serve students and support their institutional mission.

Develop a list of in-demand occupations and provide incentives for all postsecondary campuses that create or expand programs to address these top workforce needs.  

Develop student financial aid initiatives that support students who are pursuing majors connected to in-demand careers. 

Improve data governance and use of education and workforce data.

Provide campuses and policy leaders with a consistent source of data, analysis and data translation, including:  

a clear list of high-demand fields in the nation and the state  

state-level labor market supply and demand data  

Provide increased guidance and capacity to universities to collect regional and local workforce supply and demand data.  

Publicly share information about the types of programs, certificates and degrees available across all colleges in the state to help reduce under- and oversaturation in certain disciplines or industries.  

Create shared definitions and vocabulary between education, workforce development and economic development about the objectives and measures of performance across the higher education and workforce landscape. 

Eliminate state policy and process barriers to academic program changes.

Reflect on and identify policy and process barriers that may deter or prevent institutions from updating or innovating academic program offerings to better align with current workforce needs.  

Approve or deny program changes or approvals promptly, within 60 days if possible.  

Provide colleges with updated approval processes and clear program development guidance that:  

Uses workforce supply and demand data to make data-informed decisions leading to improved job-based curricula, providing students with career skills to succeed in the field 

Empowers and incentivizes faculty to use workforce supply and demand data to make regular adjustments to the curricula to keep up with industry needs 

Incentivizes the use of relevant current and emerging technologies and software used by employers 

Prevents oversaturation of programs in any one industry or discipline  

Allows for ending programs that are no longer relevant or needed 

Support and encourage college administrators and faculty to streamline their programmatic approval processes, as these are typically longer than most state approval processes. 

Continue to build relevant career pathways for students, with support as they transition to college and then on to careers.

Examine how the postsecondary education system and the workforce system interact, identifying barriers or factors for better communication and engagement. 

Remove any state rules or regulations preventing the use of accelerated learning options, prior learning assessments, stackable credentials or meta majors. Provide clear guidance on these strategies to colleges and universities.