Increasing College Enrollment Among Low and Moderate Income Families PDF Download

Author: Eric Bettinger
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 20

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Author: Kiritika Raj
Publisher:
ISBN:
Category :
Languages : en
Pages : 160

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Book Description
The huge disparity in access to education continues to be a critical issue for all low-income students. According to National Center for Education Statistics (2015), the percentage of students expected to earn a bachelor's degree was smaller in 2004 than in 2002 for students that come from low-income families. Low-income students are less prepared for college than their middle/high counterparts, and this means low-income students are less likely to attend college leading to a decrease in college enrollment rates for the population. Research indicates that many low-income students do not enroll in post-secondary education two years after high school (Oseguera & Hwang, 2014). Low enrollment rates for the low-income population is primarily due to both students' and parents' lack of access to and understanding college resources and information such as financial aid, and the application process. Although parents and students are able to gain access to an assortment of resources and college information, the most challenging process for them is evaluating, analyzing and interpreting the information they encountered (Brown, Wohn & Ellison, 2016). In other words, information about the admissions/enrollment, financial aid and more often lack the step-by-step explanation and are presented in a complexed format that is difficult to understand. A workshop was created that focused on providing a step-by-step explanation of all college information such as class requirements, admissions/enrollment process, and financial aid. Furthermore, based on a needs assessment, a college resource handbook was also created that contained easy- to- understand step-by-step explanation of college information. The workshop allowed for parents and students to ask questions and receive one-on-one consultation if desired. The researcher collected program evaluations from parents and students at the end of the workshop in order to evaluate the effectiveness of the workshop and improve future workshops. Evaluations showed that the workshop was effective in providing low-income students and their parents with easy to comprehend college information. The evaluations revealed that students and parents found it to be extremely helpful to have the college resource handbook. The information gained from this workshop will help students be better prepared for the college enrollment process and parents to play an advocate role in the process. The workshop will increase the likelihood of low-income students attending and earning a college degree. Additionally, the effective of this workshop will lead to future workshops with a wider population of students.

Author: Institute of Medicine
Publisher: National Academies Press
ISBN: 0309159687
Category : Education
Languages : en
Pages : 229

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In order for the United States to maintain the global leadership and competitiveness in science and technology that are critical to achieving national goals, we must invest in research, encourage innovation, and grow a strong and talented science and technology workforce. Expanding Underrepresented Minority Participation explores the role of diversity in the science, technology, engineering and mathematics (STEM) workforce and its value in keeping America innovative and competitive. According to the book, the U.S. labor market is projected to grow faster in science and engineering than in any other sector in the coming years, making minority participation in STEM education at all levels a national priority. Expanding Underrepresented Minority Participation analyzes the rate of change and the challenges the nation currently faces in developing a strong and diverse workforce. Although minorities are the fastest growing segment of the population, they are underrepresented in the fields of science and engineering. Historically, there has been a strong connection between increasing educational attainment in the United States and the growth in and global leadership of the economy. Expanding Underrepresented Minority Participation suggests that the federal government, industry, and post-secondary institutions work collaboratively with K-12 schools and school systems to increase minority access to and demand for post-secondary STEM education and technical training. The book also identifies best practices and offers a comprehensive road map for increasing involvement of underrepresented minorities and improving the quality of their education. It offers recommendations that focus on academic and social support, institutional roles, teacher preparation, affordability and program development.

Author: The Executive The Executive Office of the President
Publisher: CreateSpace
ISBN: 9781503025912
Category :
Languages : en
Pages : 48

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With the growing demand for college-educated workers, a college education is one of the surest ways into the middle class. To help more students afford and graduate from college, the Administration has taken steps to address these challenges - doubling Federal investments in Pell Grants and college tax credits, reforming student loans, and taking new steps to reduce college costs and improve value. But while the President continues to push for changes that keep college affordable for all students and families, we can and must be doing more to get more low-income students prepared for college, enrolled in quality institutions, and graduating. Each year hundreds of thousands of low-income students face barriers to college access and success. Low-income students often lack the guidance and support they need to prepare for college, apply to the best-fit schools, apply for financial aid, enroll and persist in their studies, and ultimately graduate. As a result, large gaps remain in educational achievement between students from low-income families and their high-income peers. Increasing college opportunity is not just an economic imperative, but a reflection of our values. We need to reach, inspire, and empower every student, regardless of background, to make sure that our country is a place where if you work hard, you have a chance to get ahead. Under the President and First Lady's leadership, the Administration and the Department of Education engaged with leading experts to identify the barriers to increasing college opportunity. Some of the most promising actions are to help and encourage low-income students to apply, enroll, and succeed in college. Based on the existing evidence, we identified four key areas where we could be doing more to promote college opportunity. On January 16th, the Administration is announcing new commitments from colleges and university presidents, nonprofits, leaders of philanthropy and the private sector in these four key areas. These efforts mark the beginning of an ongoing mobilization that will work to promote evidence-based techniques, continue to understand what works, and expand successful efforts.

Author: Advisory Committee on Student Financial Assistance
Publisher:
ISBN:
Category :
Languages : en
Pages : 73

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Congress charged the Advisory Committee in the "Higher Education Opportunity Act of 2008" with monitoring and reporting on the condition of college access and persistence for low- and moderate-income students. The law requires provision of analyses and policy recommendations regarding the adequacy of grant aid from all sources--federal, state, and institutional--and the postsecondary enrollment and graduation rates of these students. This report seeks to fulfill that mandate by providing insights drawn from the invaluable longitudinal studies conducted by the National Center for Education Statistics (NCES)--critical data that track the experiences of high school graduates through college. Adequacy of grant aid from all sources is assessed by examining the enrollment and persistence rates of low- and moderate-income high school graduates who seek to earn a bachelor's degree and are qualified to gain admission to a 4-year college, relative to the rates of their middle- and high-income peers. Over time, prices net of total grant aid at 4-year public colleges have risen as a percentage of family income for these students, leading to a cascade of negative effects: (1) Large-scale mismatches exist and are growing between the aspirations and qualifications of these high school graduates and where they are able financially to enroll in college; (2) Triggered by increasing family financial concerns about college expenses and financial aid, these mismatches are shifting initial enrollment of qualified students away from 4-year colleges; (3) Shifts in initial enrollment are consequential because where qualified high school graduates are able to start college (access) largely determines their likelihood of success (persistence); and (4) Exacerbating the negative impact of enrollment shifts, persistence rates today appear to be lower, especially for qualified high school graduates who are unable financially to start at a 4-year college. These trends greatly undermined bachelor's degree completion of high school graduates over the last two decades and, if unchecked, will take an even greater toll this decade. These findings are persuasive evidence that grant aid from all sources is not adequate to ensure access and persistence of qualified low- and moderate-income high school graduates. A summary of specific data findings and recommendations is contained in exhibit 1. Appendices include: (1) Income Ranges by Year; (2) Net Prices (Family Work and Load Burden) at Public Colleges as a Percentage of Family Income; (3) Parent Financial Concerns and Enrollment Behavior/Student Financial Concerns and Enrollment Behavior; (4) Family Financial Concerns and Enrollment Behavior/Impact of Parent Financial Concerns on Enrollment Behavior; (5) Impact of Student Financial Concerns on Enrollment Behavior/Impact of Family Financial Concerns on Enrollment Behavior; (6) Impact of Parent Financial Concerns Enrollment Behavior/Impact of Student Financial Concerns on Enrollment Behavior; (7) Impact of Family Financial Concerns on Enrollment Behavior; (8) Advisory Committee Members; and (9) Authorizing Legislation. (Contains 26 tables, 29 figures, 6 exhibits, and 51 endnotes.).

Author: Richard D. Kahlenberg
Publisher: Century Foundation Books (Cent
ISBN: 9780870785160
Category : Education
Languages : en
Pages : 0

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" "Rewarding Strivers" presents provocative research and analysis that provides a blueprint for the way forward."--William R. Fitzsimmons, Dean of Admissions, Harvard University "The terrible 'secret' of higher education in America is that too few students from poorer families have access to it.... Kahlenberg again gathers the best thinkers on how to challenge this status quo."--Anthony Marx, President, Amherst College Today, higher education is a major force in promoting social mobility, yet colleges and universities seem more concerned with prestige than finding ways to make higher learning more accessible. Rewarding Strivers outlines two high-profile models that colleges and universities can follow in making the American Dream a realistic one for all students. Former New York Times education writer Edward B. Fiske (author of The Fiske Guide to Colleges) explores an exciting new effort to provide extra financial aid and academic support to low-income students at the University of North Carolina at Chapel Hill. He finds that the "Carolina Covenant" has much to teach public and private universities across the country. In order to benefit from financial aid and support, low-income students first must be admitted to college. In a chapter that is likely to prove highly controversial, Georgetown University's Anthony Carnevale and Jeff Strohl articulate a coherent and concrete way for colleges and universities to provide a leg up to economically disadvantaged students in selective college admissions. The authors make an important contribution to the nation's raging debate over affirmative action by calling on universities to expand preferences beyond race to also include socioeconomic status, and outlining how such a program could work in practice.

Author: United States. Congress. House. Committee on Education and Labor. Subcommittee on Higher Education, Lifelong Learning, and Competitiveness
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 64

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Author:
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 60

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Author: Gary A. Berg
Publisher: Routledge
ISBN: 1317103157
Category : Social Science
Languages : en
Pages : 213

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Drawing upon quantitative data gathered from the U.S. Census and U.S. Department of Education, as well as interviews with students from a variety of socio-economic and ethnic backgrounds, Low-Income Students and the Perpetuation of Inequality examines the question of who really benefits from public higher education. It engages with questions of social capital, opportunity, funding and access to education, presenting a rich discussion of social mobility, the value of college education and the impact of education upon the redistribution of income. A thorough exploration of the real impact of college on American society, this volume will appeal to social scientists with interests in education, social capital, social stratification, class and social mobility.

Author: Barbara Schneider
Publisher: John Wiley & Sons
ISBN: 1118872258
Category : Education
Languages : en
Pages : 115

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Book Description
Gaining an understanding about the barriers in transitioning from high school to college is crucial to improving college access and matriculation—particularly for low-income families and first-generation college-goers. These obstacles include many factors, such as: Lack of access to resources at home or school Not having a rigorous college-preparatory curriculum or not taking advantage of these courses Misperceptions about the college-going process. This volume introduces innovative and effective ways to ease the transition process. One essential question examined is the role of high schools and whether they should take a more active role in preparing students for college. While some interventions in this issue are designed for school-wide implementation, others are more targeted and focus on certain aspects of the college process such as financial aid, but all recognize the role of high schools in shaping students’ college-going aspirations and behavior. By including the most cutting-edge and rigorous research on improving college access, this volume: Delineates the obstacles adolescents face in their transition from high school to college Increases understanding of the mechanisms contributing to gaps in college enrollment Highlights how interventions can help to ease these challenges. This is the 140th volume of New Directions for Youth Development, the Jossey-Bass quarterly report series dedicated to bringing together everyone concerned with helping young people, including scholars, practitioners, and people from different disciplines and professions.