Tag Archives: community college

Financial Aid and Counseling Increase Community College Completion

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In a recent New York Times article, experts conclude that an academic post-secondary experience may not be for everyone and that for some youth, vocational training might be a better fit. While access to and preparation for college remain important goals for many youth, Bob Lerman suggests that more emphasis should be put on high school, post-secondary, and apprenticeship programs to give some options to youth who do not pursue college but still must be prepared to enter the workforce. Community colleges are one place that offers vocational training programs.
While enrollment in such programs has gone up in recent years, however, an article in The Future of Children’s issue on Transition to Adulthood points out that many students struggle to stay in school and attain degrees and certificates. Students often face competing pressures on their time, such as work and family obligations, and these institutions often lack adequate resources to support such students.
More research needs to be done on how to best assist students, but a couple areas that seem promising are better, more personal counseling and more effective provision of financial aid. Early results from a randomized control trial of struggling students at a community college in California showed that a mandatory program on skills such as time management and note-taking coupled with counseling and tutoring requirements boosted academic performance and course credits earned. Some less rigorous evaluations also suggest that individualized programs helping students adjust to the demands of community college increased their success.
Financial aid studies have looked at both sources providing money upon enrollment and those offering stipends as rewards for achievement once in school. Recent legislation has increased the maximum size of Pell grants, federal payments toward education based on family need. However, application for these grants and other student aid requires the FAFSA, a complicated financial form. . A recent study offered randomly selected families help completing the form, and students in these families were more likely to enroll in college and received larger financial aid packages. This suggests that simplification of, and assistance with this process could benefit families for whom finances are a major obstacle for secondary education.
Other programs have looked into how to keep students in school and improve their performance while there. Scientifically rigorous trials at a community college in Louisiana and a four-year public university in Canada showed significant improvements in grades and persistence when students were offered financial benefits conditional on maintaining reasonably high grades. These suggest a reward system could keep students on the path toward certificate or diploma completion.

Many more students are enrolling in higher education programs, particular community colleges, than have in the past. The skills taught and certificates and degrees obtained can increase their earnings and employability, particularly if they stay in school longer. New evaluations continue to provide insight into how to further these goals, but we can start by offering more support services and simplifying the financial aid process.

High Schools can Help Increase Post-Secondary Education

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A recent Time Magazine story, “Can Community Colleges Save the U.S. Economy,” notes the emerging White House consensus that the nation’s 1,200 community colleges may be the best place to help students – particularly disadvantaged youth — prepare and adapt for today’s marketplace. The Bill & Melinda Gates Foundation agrees and has funded initiatives to showcase community colleges as places for change (including this project).
To make this strategy work, however, high schools must help low-income students prepare for and succeed in college. A recent Future of Children policy brief , “A New Goal for America’s High Schools: College Preparation for All,” outlines steps that high schools should take to ensure that disadvantaged youth see post-secondary education as a realistic and attainable option.
First, high schools should boost students’ subject matter knowledge and study skills. As several papers in The Future of Chil­dren: America’s High Schools point out, many districts and states have changed their performance standards and course requirements to include college prepara­tory classes and passing high-stakes tests. In tandem with these initiatives, districts, states, and even the federal government should be encouraged to devise new and effective ways of convincing low-income students to take and work hard in tough courses.
Second, high schools should counsel students on how to select colleges and obtain financial aid. Every high school – particularly those serving advantaged and disadvantaged youth — should have sufficient numbers of trained counselors and teachers to help students select and apply for both college and financial aid. The current system in which schools serving predominantly low-income and minority students have more than 1,000 students per counselor does not work. States and local school districts should do everything possible to ensure that disadvantaged students have adequate access to effective counsel­ing beginning at least by the ninth grade.

Finally, to increase schools’ accountability, school districts should build data tracking systems capable of following students from kindergarten through postsecondary education. States are fully aware of the importance of account­ability for postsecondary performance and have begun taking steps toward developing the necessary achievement tests and data systems.

To meet these three goals, the authors of the FOC policy brief make a proposal. The $1.7 billion a year that the federal government currently provides for a wide range of efforts aimed at helping disadvantaged students should be re-allocated competitively (to public schools, postsecondary schools, nonprofit and for-profit organizations, and coalitions of these organizations). Priority would be given to applicants who are able to show how they will track student progress in reading and math, how they will respond with additional instruction or other assistance when students fall below grade level in either subject, and, where appropriate, how they will track their students’ progress in postsecondary education and modify their college preparation program based on the evidence. Recipients should be required to reapply for funding every three years, and programs that do not increase college enrollment and graduation rates should lose their funding. Preference would go to programs that have effective procedures for enrolling truly disadvantaged students and boosting their achievement and college enrollment and graduation rates. Similarly, preference should go to proposals that provide for rapid response as soon as disadvantaged students begin to fall below grade norms. Finally, the Statewide Longitudinal Data System should be expanded to all states while ensuring that state systems are capable of following students through the college years.