PAVING THE WAY FOR COLLEGE SUCCESS. Strategies for Increasing College Persistence and Graduation Rates

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1 PAVING THE WAY FOR COLLEGE SUCCESS Strategies for Increasing College Persistence and Graduation Rates April 2010

2 Paving the Way for College Success Page 2 FOREWORD: BY ALEXANDRA BERNADOTTE, FOUNDER AND CEO, BEYOND 12 Carlos was born in Southeast Houston to immigrant parents from Central America. While no one in his family had gone to college, his own interest in college was sparked when he enrolled as a 6 th grader in a public college-preparatory school. Despite academic challenges in middle school and high school, Carlos decided to pursue a college degree. With the support of his parents, teachers, and college counselors, he applied to and was accepted at a small, competitive private college with a transitional year program designed to improve his academic skills and promote collaborative learning while he took his first college courses. Unlike many of his peers from similar backgrounds, Carlos was pleasantly surprised to find that his transition to college was relatively smooth. He felt well-prepared academically, particularly in math, and had developed strong study habits in high school, which made college-level coursework much more manageable. Although he initially found it difficult to fit in, he joined a variety of extracurricular groups, which helped him to create a supportive social network with a broad range of peers. He met with his academic advisor regularly, visited his professors during office hours, and the writing resource lab was his second home. Five years out of high school, Carlos is now a college graduate. Sadly, Carlos story is rare. For many students with similar backgrounds, the odds of getting to college let alone earning a bachelor s degree are slim. Even those students who persist and graduate encounter a multitude of obstacles along the way, from insufficient financial aid to social isolation to academic struggles. What was it about Carlos experience that enabled him to succeed in college? His own resilience and perseverance clearly mattered a great deal, but other critically important factors include the comprehensive support he received from his family and high school prior to and throughout his post-secondary years, as well as assistance from the student retention office his college established to help undergraduates earn their degrees. He completed a college-preparatory curriculum that prepared him well academically, but also received expert guidance on college selection and application from experienced counselors who steered him toward colleges where he was likely to succeed. Before college, he gained valuable insight on what to expect there through both alumni conversations and small-group discussions with classmates and teachers. Once in college, his faculty advisor assessed his challenges, provided him with academic and emotional support, and connected him with on-campus resources that helped him stay the course to graduation even when financial difficulties disrupted his studies and threatened his continued enrollment. Today, a college degree matters more than ever. In an increasingly knowledge-based economy, the number of jobs available to adults without at least some post-secondary education is declining rapidly, and the earnings gap between jobs requiring a degree and those that do not is widening. College graduates earn at least 60 percent more than high school graduates, and are nearly twice as likely to be employed. 1 Increasing the number of college graduates not only has a positive impact on the lives of youth today, it can also help break the cycle of poverty for generations to come: a parent s level of education is the most important predictor of a child s aspirations and level of success. 2 Despite this, a staggering number of young people in this country do not graduate from college, particularly those who are from low-income backgrounds or the first in their families to attend college. Students from homes where neither parent has earned a degree are twice as likely as those with a college-educated parent to leave before their second year 3 and only one in seven low-income students manage to earn a bachelor s degree. 4 Even as outstanding public college-preparatory high schools in disadvantaged communities graduate record numbers of low-income students and send them off to college, they find that too few of those students succeed once there. Rigorous academic preparation and a college-focused culture can get them in the door, but the path to a degree is not easy. While college enrollment is a noble pursuit, it is no longer enough: we must expect that all students will succeed in college, and then help make that happen. Both high schools and colleges must provide students with the skills, tools and support necessary to successfully navigate college life and should work to bridge the divide between the K-12 and higher education systems that makes this transition particularly challenging. This is the only way to ensure that Carlos story becomes the rule rather than the exception. 1 U.S. Census Bureau, U.S. Bureau of Labor Statistics, Hertz, T. (2006). Understanding Mobility In America. Center for American Progress. 3 Choy, S. (2002). Access and Persistence: Findings from 10 Years of Longitudinal Research on Students. American Council on Education. 4 Bedsworth, W., Colby, S., Doctor, J. (2006). Reclaiming the American Dream. The Bridgespan Group by NewSchools Venture Fund. All rights reserved. April 2010

3 Paving the Way for College Success Page 3 TABLE OF CONTENTS About NewSchools & This Publication... 4 Purpose and Scope of This Toolkit... 5 About the Featured Organizations... 7 College Knowledge... 8 Understanding Why a College Degree Matters... 8 Exposure to the College Application Process... 8 Connections to Alumni... 8 Summer Opportunities... 9 Social Readiness... 9 Exploring Race and Identity College Guidance Key Elements of the Selection Process Placement Support Financial Support Financial Aid Education and Support Demystifying Debt Identifying Institutional Funding Sources Balancing Work and School Transition Support Exit Interviews and Signing FERPA Waivers Ongoing Outreach by High Schools On-Campus Support and Strategic Partnerships Peer Networks Family Engagement FCE: Parents as Partners YES Prep: Engaging Families Early and Often Recommendations Additional Resources Full Toolkit by NewSchools Venture Fund. All rights reserved. April 2010

4 Paving the Way for College Success Page 4 ABOUT NEWSCHOOLS & THIS PUBLICATION NewSchools Venture Fund is a national nonprofit that is working to transform public education through powerful ideas and passionate entrepreneurs so that all children especially those in underserved communities have the opportunity to succeed. NewSchools does this by supporting education entrepreneurs a special breed of innovators who create new nonprofit and for-profit organizations that redefine our sense of what is possible in public education. Founded in 1998, NewSchools has since raised nearly $150 million and invested in a portfolio of more than 30 entrepreneurial organizations. In each of our funds, we have focused our investments in key leverage areas where social entrepreneurs can have a meaningful impact on some of the toughest challenges facing public education. We take an active role with each venture in our portfolio to create healthy organizations that generate breakthrough results for the students they serve, and connect their work to the broader landscape of public education reform. This publication was produced by consultant Julie Obbard and NewSchools team member Gwen Baker. In addition, team members from the organizations profiled in this publication provided instrumental content knowledge through interviews and access to background materials. NewSchools would like to express its deep appreciation to Alexandra Bernadotte of Beyond12, Donald Kamentz of YES Prep Public Schools, April Alvarez of Eastside College Prep, Amy Christie of the The Bronx Lab School, and Anna Waring from the Foundation for College Education for their time and energy in making this toolkit possible. This publication is the latest installment in NewSchools ongoing efforts to highlight the work of the entrepreneurial ventures we support and others who are pioneering new ways to dramatically improve public education. By enabling entrepreneurs to share their ideas, knowledge, and practices with one another and with the wider field, we hope to accelerate the improvement of public education for underserved students. We hope this case study and related toolkit will inform your organization s work. To access a.zip file containing the raw source documents included in this toolkit that you may repurpose in your own organization, please visit For more publications like this one, see: Practices from the Portfolio, Volume 1 Practices from the Portfolio, Volume 2 A Highly Effective Teacher in Every Classroom: Creating Talent Development Systems That Drive Instructional Excellence by NewSchools Venture Fund. All rights reserved. April 2010

5 Paving the Way for College Success Page 5 PURPOSE AND SCOPE OF THIS TOOLKIT This toolkit is designed to expand the dialogue about what it takes to better prepare students for success in college. It does this by sharing emerging practices and tools used by organizations that have designed and implemented comprehensive college success programs. For students to enroll in and succeed in college at much higher rates, they need a comprehensive set of support structures. Research points to several key elements which, when integrated into a cohesive strategy focused on entrance and persistence, significantly increase the odds of college success: College Knowledge Understanding why a college education matters Exposure to the college application process Connections to alumni Summer opportunities Social readiness Family engagement College Guidance Targeted selection College visits Individualized college counseling meetings Application support Placement support Financial Support Financial aid Financial literacy Balancing work and school Transition Support Exit interviews Outreach and support from secondary inst. Connections to campus resources Peer networks Academic Preparation College prep curriculum Academic habits training (e.g. time mgt, selfadvocacy), Study skills training (e.g. note taking, research) Test prep College Success A post secondary degree within 6 years Post Secondary Support Freshman learning communities Proactive outreach by college advisors Early outreach and summer bridge programs The practices profiled in this toolkit address four of the six elements shown above: College Knowledge College Guidance Financial Support Transition Support In addition, this toolkit also includes a section on the critical role of a student s family (Family Engagement), and identifies ways to engage them. This element ought to be integrated throughout the entire process by NewSchools Venture Fund. All rights reserved. April 2010

6 Paving the Way for College Success Page 6 It is important to note that this tool focuses on the work that high schools can do to increase the rate of enrollment, persistence, and graduation but we would be remiss not to mention the importance of both academic preparation at the high school level and post-secondary support. Research shows that a rigorous, college-preparatory curriculum is unequivocally the most important factor in determining bachelor s degree attainment, yet even the most academically prepared students often struggle to navigate the college experience without mastering essential academic skills such as note-taking, study skills and critical thinking, as well as academic habits such as time management, self-advocacy and networking. The consequence of not developing these skills and habits in high school is that once students arrive in college, they are not prepared for the demands of self-directed learning. Meanwhile, college graduation rates at most two-year and four-year institutions are staggeringly low. On average, four-year colleges graduate less than 60% of their freshmen within six years 5, and only 19% of four-year colleges and universities have a 6-year graduation rate above 70% 6. Graduation and transfer rates for two-year institutions are even worse. Approximately half of community college students drop out before receiving a credential, and far fewer transfer to four-year colleges. 7 In order to truly move the dial on college success, post-secondary institutions must take greater responsibility for reversing these trends by providing resources directly to support student persistence and success. Colleges and universities have a critical role to play in If universities reach out to at-risk students years before they arrive in higher education, providing additional resources and support for the transition to college and ultimately throughout the entire undergraduate experience, at-risk students can succeed at the same rate as their peers. Kevin Carey, Education Sector ensuring that students are both prepared for and successful in college. Although a few post-secondary institutions including Florida State University, University of Alabama, University of California Los Angeles, and University of South Carolina have begun to focus strategically on undergraduate retention efforts, this continues to be an area of significant underinvestment. Most post-secondary college success efforts at the college and university level lack buy-in from institutional leadership, operate without a comprehensive model for student success, and rarely have a central person, office or system responsible for coordinating engagement and persistence efforts, and thus have limited impact on retention. 8 5 Hess, F., Schneider, M., Carey, K. and Kelly, A (2009). Diplomas and Dropouts: Which Colleges Actually Graduate Their Students (and Which Don't). American Enterprise Institute. 6 Analysis completed using Education Trust s College Results Online, 7 Geckeler, C., Beach, C., Pih, M., & Yan, L. (2008). Helping Community College Students Cope with Financial Emergencies. New York, New York: MDRC. 8 John N. Gardner Institute for Excellence in Undergraduate Education 2010 by NewSchools Venture Fund. All rights reserved. April 2010

7 Paving the Way for College Success Page 7 ABOUT THE FEATURED ORGANIZATIONS It is important to emphasize that most of the practices profiled in this toolkit are relatively new and in the early stages of implementation and evaluation for effectiveness. The organizations profiled in this toolkit were selected because of the systematic way in which they think about college persistence, and the investments they have made in the people and systems needed to provide support to students at the secondary and post-secondary level. These organizations have all graduated at least one senior class, and at least 85 percent of the students they serve will be first-generation college students, the first in their families to attend college. They have also all demonstrated a focus on results as measured by explicit goals, accountability systems, and opportunities for reflection and program improvement as well as a high level of investment from senior leadership, with the CEO and other members of the senior management team continually reinforcing and supporting college success as a core part of the organization s mission. The Bronx Lab School ( The Bronx Lab School, founded in 2007, is a small, open-enrollment public high school in New York City serving 440 students in grades % of Bronx Lab students are first-generation college-bound, and nearly 90% are economically disadvantaged. The first class of seniors graduated in Of this class, 85% matriculated to college, and 76% have persisted beyond freshman year. For the class of 2009, 85% matriculated to college. Five members of the class of 2008, four members of the class of 2009, and three members of the class of 2010 are Posse Scholars, and have been awarded four year full tuition scholarships to prestigious liberal arts colleges. Eastside College Prep ( Eastside College Prep is a private, college preparatory school in East Palo Alto, California. Opened in 1996 with eight ninth-grade students, Eastside currently serves 255 students in grades % of students are first-generation college-bound, and 100% are underrepresented minorities. 100% of Eastside students have enrolled in four-year colleges, and 77% have graduated or are on track to graduate. Foundation for a College Education (FCE) ( Foundation for a College Education (FCE) was founded in 1995 to promote college access for students who have been traditionally underrepresented in higher education. FCE targets talented students of color from lower socioeconomic backgrounds, those who are the first in their families to attend college, and those with limited higher education experience. FCE provides a free comprehensive program that encourages students to move beyond standard grade-level performance to prepare for the nation s competitive colleges and universities. 75% of all FCE families are low-income and 90% of students are the first in their families to attend college. Of the 102 students who have completed the program, 50 are in college and are on track to graduate within five years, 40 have graduated from college, and 6 have attained graduate degrees. YES Prep Public Schools ( YES Prep Public Schools is a charter management organization serving 3,500 students across seven campuses in the Houston area. 90% of YES students are first-generation college-bound, and 80% are economically disadvantaged. For nine consecutive years, 100% of graduating seniors have been accepted into four-year colleges, and 84% have graduated from college, or are still enrolled by NewSchools Venture Fund. All rights reserved. April 2010

8 Paving the Way for College Success Page 8 COLLEGE KNOWLEDGE Students who understand the relationship between a college education and their future career goals are much more likely to earn a post-secondary degree than those students who do not make this connection. 9 This makes the pursuit of college particularly challenging for students without a network of college-educated family members or peers. Helping these first-generation college students and their families develop a clear understanding of the higher education system and the tools necessary to earn a college degree is a critical component of any college success program. This education process should start early and should be reinforced throughout the high school years. This section explores practices that Bronx Lab and YES College knowledge means understanding Why a college degree is important, and how it impacts future options How the higher education system works How to apply to and be competitive for college What college options are available What to expect once in college Prep have developed to help students understand how to gain admission to a school of their choice and turn college aspirations into college attainment. Understanding Why a College Degree Matters Beginning in the 9 th grade and continuing through junior year, Bronx Lab teachers and counselors spend considerable time helping students make the connection between college and their future life choices. In College Awareness, an advisory course that spans the four years of high school, students examine life after school and home and the difficult choices they will be forced to make. Students look at projected lifetime earnings tied to different levels of degree attainment and explore different careers, along with the steps required to succeed in them. Members of the community who work in different sectors share with students the opportunities a There s a difference between wanting to go to college and someone telling you want to go to college. Because when you go to college for reasons you don t know why, then you drop out. It s like a promise you re keeping that s not yours. First-generation college student college education has afforded them, and the pathways that led them to their current professions. Students select a desired profession, and create a resume that reflects the skills and experiences required. A person can be really career-focused, but until they understand what it really takes to become a doctor, they don t fully grasp how the choices they make now impact their future opportunities, explains Amy Christie, Bronx Lab s Director of College Counseling. Many students are often surprised to realize that the choices they make in high school will have a major impact on their future lifestyle. Throughout College Awareness, students are asked to imagine their lives 5-10 years down the road: Working Monday through Friday or Monday through Sunday? Working 1 or 2 jobs? Own a car? Rent or own your house? Answering these questions helps students understand the tradeoffs they ll be forced to make, and the role that college plays in future choices. Exposure to the College Application Process Preparing for college entrance exams, fulfilling graduation and college entry requirements, and completing college applications require a high degree of preparation, planning and information gathering. Students need information and structured support to help them navigate this process. At Bronx Lab, students learn about college entry requirements early and are introduced to the college application process beginning in the 9 th grade, even getting an introduction to the campus college office that year. Connections to Alumni Peers have a significant influence on students college-going aspirations and decisions. In fact, one study revealed that students are four times more likely to enroll in college if most or all of their high school friends are planning to attend a four-year 9 Pathways to College Network (2007). Social Support: An Essential Ingredient to Success by NewSchools Venture Fund. All rights reserved. April 2010

9 Paving the Way for College Success Page 9 college. 10 Bronx Lab connects current high school students with alumni currently enrolled in college. Each advisory group is matched with 2-5 alumni who become their college buddies and Bronx Lab students write letters and send care packages to them. To learn about the institutions their college buddies are attending, students create profiles of the colleges and universities their buddies attend to become familiar with different college options. During spring break, the college buddies are invited to return to Bronx Lab to meet with advisory groups in person. YES Prep also invites recent graduates to participate in conversations with students about college life. In these informal and open discussions with 2-3 alumni per group, they explore issues such as the transition to college, academic preparation, and the steps students can take to be prepared. Hearing from alumni who were in their same shoes and can speak to the value of a YES education is a real wake-up call, says Donald Kamentz, Director of College Initiatives at YES Prep. Kamentz and his team are very intentional about matching recent graduates with students. It s important to be strategic about which alumni are paired with which students, he says. For example, a student who almost dropped out of high school is optimal for an 8 th or 10 th grade group because they tend to be the classes that are contemplating whether to continue at YES. We know our alums so well that we can balance out who will work well together. Summer Opportunities Bronx Lab strongly encourages students to participate in summer opportunities that allow students to spend an extended period of time in a new environment. Experiences like these help students prepare for the transition to college by experiencing life away from home and with people from different backgrounds. They also provide valuable content for college essays and resumés, which help increase competitiveness. Students also participate in international travel and summer programs on college campuses for high school students. For example, one year students applied for faculty-led summer trips to China and Ecuador, during which they lived with local families and a small group of students spent the summer at Hotchkiss School, an academically rigorous boarding school that runs an environmental sciences program over the summer. Since spots in all of these programs are limited, the process is competitive, and students must apply and demonstrate a strong academic track record to participate. While some summer programs are subsidized, students are expected to pay a portion of the fees through school fundraisers and small contributions from families. For details about YES Prep s summer opportunities program, see Social Readiness Even for students who are academically well-prepared, making the social adjustment to college can be extremely challenging. Many college freshmen and first-generation college-bound students in particular struggle to find their place in an unfamiliar, unstructured environment. College was really different than my perception, reflected one such student. I d heard college was going to just be fun, but immediately I was hearing all these things that were unfamiliar to me, like post-doc and graduate school. I felt totally overwhelmed and guilty for not being able to understand it all. There were so many resources, but it was hard to know where to start or what was available to me. Another student of Latin American background described college as a big culture shock, adding, I would cry every day to my mom on the phone. I felt like I didn t fit in people have different interests, different clothing styles. I m always anxious to go home, to be around other Latinos. At YES Prep, the college advisory curriculum is rooted in an understanding that academic readiness is not the only factor in a student s willingness and ability to complete college. All students participate in Junior and Senior Seminar courses called College Prep 101. These courses simulate life on a college campus and help students anticipate common experiences and challenges. Most YES students have never been away from home, and the prospect of going away to college can create significant anxiety between students and their families. College counselors conduct workshops for seniors and their families to address separation anxiety and the letting go process. The workshop asks students and parents to consider what they fear 10 Bedsworth, W., Colby, S., Doctor, J. (2006). Reclaiming the American Dream. The Bridgespan Group by NewSchools Venture Fund. All rights reserved. April 2010

10 Paving the Way for College Success Page 10 most about going to college the next year and what students can do to help parents accept that they are leaving. (For more on how schools can help parents through this process, see the Family Engagement section beginning on page 21.) YES teachers and college counselors also recognize that students will be much better equipped to cope with the common college feelings of isolation and homesickness if they do not come as a surprise. As part of College Prep 101 students frequently engage in discussions around these issues, and address questions such as: How do you deal with homesickness? How often are you expected to call home? How much contact do you want to have with your parents? What do you do if you re feeling isolated? Students experiencing academic or emotional challenges rarely access the services available on college campuses to deal with these issues, due to lack of awareness or a sense of shame about seeking out help. The main message we re trying to communicate is that everything you re experiencing at college is normal every college student feels this way, says YES Prep s Kamentz. We really try to normalize the experience, and walk students through what resources they can access when they experience difficulties. The biggest challenge we run into is how we get kids to realize that asking for help is not a sign of weakness but a sign of strength. Exploring Race and Identity Many students are surprised to find out when they set foot on campus that there are few students who look like them or that come from similar backgrounds. For example, a Latina student from YES Prep applied to a highly selective college in the Northeast. When she went to visit the school, she met another Latina student who was also from Houston but came from an affluent college-educated background and spoke no Spanish. The YES student was surprised to discover how different they were, and how much more she actually had in common with this student s white roommate from rural Appalachia because of her fluency in Spanish and her experience These conversations help students break down assumptions, and go into college with an open mind. We help students understand that college is not about being around all people who look like you. Donald Kamentz, Director of College Initiatives, YES Prep doing missionary work in Mexico. YES Prep s Junior and Senior Seminar courses help prepare students for this reality through discussions about race and identity. Students explore questions such as: What is it like to be an under-represented minority on campus? To what extent does my race define me and dictate my circle of friends? Is being a Mexican-American from Houston the same as being a Chicana from East Los Angeles or a Dominican from New York City or a Puerto Rican from Miami? Will I have anything in common with people who are not of my same racial or socioeconomic background? These candid conversations can help break down assumptions that often contribute to a student s sense of isolation on campus. These discussions also provide a powerful opportunity for students to reflect on their beliefs and assumptions about race in a safe environment, and prepare emotionally for the transition to college. Toolkit Highlights: College Knowledge The toolkit at the end of this document includes many resources related to college knowledge. These include: College Awareness Curriculum (Bronx Lab) Junior and Senior Seminar Syllabus (YES Prep) For the full list of tools, see page by NewSchools Venture Fund. All rights reserved. April 2010

11 Paving the Way for College Success Page 11 COLLEGE GUIDANCE College fit matters. Students have a much greater chance of completing a post-secondary degree if they are thoughtful about the college selection process, but these decisions are often made with very limited information about the institutions to which students are applying. Lack of information can result in poor college fit and an unsuccessful experience. This section looks at some of the key elements and specific practices Bronx Lab has established to ensure that students make informed choices about where to apply and where to enroll. College guidance includes A targeted, thorough selection process that helps students identify colleges that are a strong fit and within their reach College visits to a broad range of institutions Individualized college counseling sessions that help students stay on track with the application and selection process Key Elements of the Selection Process We are very deliberate about ensuring that all students have good, realistic college choices, explains Amy Christie, Director of College Placement at Bronx Lab. Students and their teachers also dedicate significant time in the advisory curriculum to this topic. The last quarter of junior year is devoted to developing college lists and during senior year, each student participates in ongoing check-ins with the Director and Assistant Director of College Placement. During these check-ins, staff works to ensure that each student develops an appropriate list of colleges and that each student is applying to at least 2 schools within reasonable reach. Key elements of the approach to selection and application include: Research. Counselors work closely with each student to ensure they are selecting colleges based on thorough research and a clear understanding of their own interests and goals. For each college they are considering applying to, students research and report on the sophomore return and 6-year graduation rates. They are also asked to consider the type of environment they will be most Selecting Colleges: Factors to Consider Affordability Competitiveness Size Geography Sophomore return and 6-year graduation rate School culture Students interests and goals Size of institution Average class size Caliber and accessibility of faculty Presence and quality of student support services, such as first year programs, academic advisors, offices of multicultural affairs, or counseling centers Presence of alumni or other first-generation student networks (e.g. Posse Scholars) comfortable in, and the factors that matter most in their decision-making process. This process also facilitates the development of research skills (e.g. Internet search techniques), skills important for college persistence and success. A Variety of Options. Counseling staff help students make realistic choices based on their grades, interests and goals and also introduce students to other schools that are similar in size or culture. Every student is required to apply to at least one private school and two public schools in the New York city and state public university systems, City University of New York (CUNY) and State University of New York (SUNY). In addition, every student must apply to 3 reach, 5 target, and 2-3 likely schools, defined as follows: Reach Schools: Student should fall below the school s typical academic profile (grades and test scores) and the admissions rate is 40% or less. Target Schools: Student should fit the school s academic profile (grades and test scores) and the admissions rate is between 40%-60%. Likely Schools: Student should be above the school s academic profile (grades and test scores) and the admissions rate is 70% or more by NewSchools Venture Fund. All rights reserved. April 2010

12 Paving the Way for College Success Page 12 College Visits. One of the most powerful ways for students to develop an awareness and understanding of the college experience is to spend time on a campus. By the end of their junior year, most students have visited schools representing a range of sizes, learning environments, and selectivity. College visits start in the freshman year; every student goes on a college tour to visit local schools in the New York City area. A group of approximately 80 freshmen also participate in a three-day college tour of New York state schools. We want to make sure that every student has seen a wide variety of schools, in addition to visiting the schools where we know a critical mass of students will apply, explains Bronx Prep s Christie. College Counseling Meetings. College counseling meetings are another element of Bronx Lab s college selection process. The Director and Associate Director of College Placement conduct one-on-one college guidance meetings with every student beginning in the spring of junior year. These meetings are a balance between getting a task accomplished, and building a relationship with the students, explains Christie. Students often experience a lot of anxiety when discussing the college selection process, so building trust and helping allay concerns is critically important. We re the checkpoint for really asking what s important to them. These conversations really force students to think about their priorities. Amy Christie, Director of College Placement, Bronx Lab These meetings are most effective when both students and counselors do thoughtful preparation beforehand and follow-up work afterwards. Before meeting with counselors, each student completes a Junior Packet that includes a questionnaire about the factors that are most important to them in a college, as well as a list of schools they will consider in the reach, target, and solid categories. Counselors review each student s Junior Packet prior to the meeting, and develop a list of other potential colleges they might consider based on an analysis of each student s GPA, test scores, goals, and interests. During the meeting, counselors walk through the student s list of schools, and provide guidance on which ones appear to be a good match based on the factors each student has identified as being important. They then assign a list of additional schools for that student to research. By the end of the school year, students complete the research and add more schools of interest to their list. Placement Support Once accepted to college, the counseling office works closely with students to help them evaluate their options and ensure that they are enrolling in a school that works for them academically, financially and socially. In select cases, Christie may even reach out to a college admissions officer to advocate on behalf of a student who was denied acceptance to his or her first-choice school. For example, one student applied to a private college in upstate New York affiliated with the H/EOP program (a state-sponsored program specifically designed to recruit and support students from disadvantaged backgrounds), but was denied admission because of a relatively low GPA. Christie knew this student was bright and had a lot of potential. She also knew that he could easily drop out of college if he ended up at a large campus without a built-in support network. She contacted the admissions office and explained that he was a bright student who could thrive academically with the right college environment and support network. I only do this when I really feel it s worth it, emphasizes Christie. I want colleges to trust me, so I am careful about asking schools to take a chance on a student. Toolkit Highlights: College Guidance The toolkit at the end of this document includes resources related to college guidance. These include: Junior Packet (Bronx Lab) For the full list of tools, see page by NewSchools Venture Fund. All rights reserved. April 2010

13 Paving the Way for College Success Page 13 FINANCIAL SUPPORT The rising cost of college is a major roadblock to both enrollment and persistence. Even students who get adequate financial aid for the first year often struggle financially in the second or third year; many drop out because of adjustments to their financial aid package or changing circumstances at home that add to the financial burden. This makes it extremely challenging for students to balance paying for college with managing their coursework. As one student explained, My grades are really suffering because I am working Financial support includes In-depth information for students and families about the financial aid process and eligibility Support from college counselors to access grants and scholarship opportunities Education about responsible financial management and balancing work and school so much. I have no social life and no time between classes. Students and families need clear information and hands-on support to successfully navigate the complex web of financial aid, scholarships and other financing options. This section examines how Bronx Lab and YES Prep help students and their families address paying for college. Financial Aid Education and Support The most common reasons eligible students don t receive sufficient financial aid are lack of information, failure to complete necessary paperwork like the Free Application for Federal Student Aid (FAFSA) or applying too late. Bronx Lab s college counseling team provides workshops and conducts one-on-one meetings with parents to walk them through the financial aid process, help them complete the FAFSA, and alert them to important steps along the way. Often, financial aid and admissions offices send requests for additional financial verification after the FAFSA is submitted; these requests can be easily overlooked by parents unfamiliar with the application process, but failure to provide this additional information can put a student s aid in jeopardy. Bronx Lab informs both students and their families to be diligent about mail and correspondence during the months of January through April, when these types of requests are usually made. Class time is dedicated to teaching students how to fill out the FAFSA, which In 2008, 67% of graduates from four-year colleges and universities had student loan debt. The average amount of debt was $23, 200. The Project on Student Debt Institute for College Access & Success must be completed not only prior to college but also every year in college, so it is critical that students understand it thoroughly. Since the FAFSA requires parent or guardian information, processing the application is particularly challenging for students who do not live with a parent or legal guardian (e.g., students who are wards of the court or in foster care). Bronx Lab provides additional support to these students by writing a letter on their behalf or making phone calls to admissions offices to verify students status and make sure they are eligible to receive financial aid. Demystifying Debt Loans are becoming increasingly common among college students, low-income and minority students in general tend to shy away from this option. Reasons for this include fear of and bias against debt, lack of accurate information about borrowing and sources of loans, and reliance among some families on cash. When loans are not factored in as an option, students tend to select only low-cost institutions or attend college part-time to minimize costs and the need to borrow. While both of these choices can be viable options, they often put students at risk of not earning a degree. A study by the Institute for Higher Education Policy and Excelencia in Education found that students with remaining financial need of at least $2,000 after grants who Students and families tend to look at the big number. We encourage them to break it down. This really helps address misperceptions and demystify the student loan process. Donald Kamentz, Director of College Initiatives, YES Prep 2010 by NewSchools Venture Fund. All rights reserved. April 2010

14 Paving the Way for College Success Page 14 do not borrow during their first year of college are more likely than their peers with similar characteristics to drop out of college in the first three years. 11 YES Prep works hard to reinforce the notion that taking out a loan is viable and normal, and not something to be feared, by educating students and their families about loans. College counselors start the conversation about loans in the sophomore year so that students and families have plenty of time to fully understand this option before they begin the application process. There are two tactics YES counselors find are particularly effective in increasing understanding and reducing anxiety about debt. One strategy is to draw parallels with other forms of debt that are more familiar, such as car payments and home mortgages. YES Kamentz will approach a parent and say You borrow for your car, you borrow for your house, how about borrowing for your child s education? Another very Debt Rule of Thumb YES Prep recommends that student loans should be in the range of $16-24,000 over 4 years, the average amount of a Stafford loan. effective tactic is breaking down the cost of a loan over time. Families and students often get sticker shock when they think about repaying $23,000 in loans, but this becomes much more palatable when it is broken down into annual or monthly payments. Kamentz will ask, Can you afford $50 or $100 a month? to help families and students understand that they don t have to pay everything back at once, and that payment plans are available to ease the financial burden. It s really about teaching financial literacy, he explains. There s a lot of misinformation out there. If you can address the misperceptions, it really helps to demystify the process. Identifying Institutional Funding Sources There are a range of resources in different states for students to tap into to help pay for college, with information available on the Web and from colleges. In New York, SUNY s Educational Opportunities Program is a significant source of funding for Bronx Lab graduates: more than 30% of the class of 2008 and 55% of the class of 2009 are currently enrolled in this program. A recent alumnus who enrolled at the University of Rochester (where annual tuition is $50,000 a year, including room and board), will graduate with only about $8,000 in loans thanks to participation in this program. A common source of funding for YES Prep students is the TEXAS Grant Program. Any student there who is eligible for a federal Pell grant (based on need) and graduates from a Distinguished or Recommended program (for which all YES Prep students qualify) can receive free tuition and fees at any Texas public college or university. Other states with similar aid programs include: California (Cal Grants), Florida (Bright Futures), and Georgia (Hope Scholarship). Balancing Work and School Working while in school is very common, and can be a great way to help pay for college. However, many students enter college with little understanding of how to effectively balance time spent studying with time spent earning money. Students are often tempted to juggle school work with a full-time job in order to defray the costs of college or to help support their families, but this is rarely a recipe for college success. Working 40 or more hours a week in addition to attending classes and completing homework assignments (not to mention extracurricular activities) makes it difficult for students to become engaged and integrated into their college s academic and social community. In addition, the immediate gratification of earning a paycheck can often become more enticing than the longer term benefit of a college degree, which frequently causes students to drop out altogether. At YES Prep, helping students understand the importance of maintaining a balance is a critical part of the affordability conversation. One way YES Prep addresses this is by promoting work-study opportunities and helping students apply for them. Work-study positions intentionally limit the number of hours students can work per week, and often pay better than entry-level positions elsewhere, covering a substantial portion of tuition (up to $4,000 a year at some schools). 11 Cunningham, A. and Santiago, D. (2008). Student Aversion to Borrowing: Who Borrows and Who Doesn t. Institute for Higher Education Policy and Excelencia in Education by NewSchools Venture Fund. All rights reserved. April 2010

15 Paving the Way for College Success Page 15 TRANSITION SUPPORT Many students who intend to enroll in the fall do not end up matriculating, and often delay college indefinitely. One study of high school students found that at least one-third of seniors seriously reconsidered their college plans during the summer after graduation, and one in five decided not to enroll at all. 12 College counselors emphasize that this is a critical period which requires significant intervention. Bronx Lab, Eastside College Prep and YES Prep all invest heavily in supporting their before, during and through this transition period, and claim that it has a huge impact on college persistence. Transition support means Targeted alumni outreach to track progress and challenges, and provide appropriate support to struggling students Building partnerships with colleges to connect students with on-campus resources Creating an alumni network to provide peer support Exit Interviews and Signing FERPA Waivers At Eastside College Prep, staff members feel it is critical to build a connection with students well before graduation. Our alumni program has been such a success because of the relationships that are built on [the high school] campus says April Alvarez, Director of Alumni Services at Eastside College Prep. To continue this relationship past graduation, every graduating senior at Eastside participates in an exit interview within two weeks of graduation. These meetings are intended to focus students minds on college matriculation and help ensure they are prepared. Toward this end, interviews cover issues such as financial aid, housing plans, and course registration. More importantly, they provide an opportunity to surface students concerns about the transition to college. It s a conversation in which students share their feelings about going away, what they re excited about, and what makes them Eastside Prep Exit Interview Questions What are your summer plans? What is your housing plan? What is your financial aid package? Does your school offer a summer bridge program? Have you registered for classes? Have you turned in your AB540 affidavit (for undocumented students)? What are you most excited about? What are you most concerned about? nervous, says Alvarez. These conversations help Alvarez to identify students who may reconsider their plans and target her outreach efforts over the summer to those students most at risk of not matriculating. During exit interviews, students are also asked to sign a waiver to allow Eastside to access college transcripts and other educational records from post-secondary institutions. This is an important step that allows Eastside to track student progress in college. Under the Family Educational Rights and Privacy Act (FERPA), a federal law that protects the privacy of student records, schools must have written permission from a student in order to release any information from a student's education record. Ongoing Outreach by High Schools Each of the organizations profiled in this report has at least one full-time staff person dedicated to alumni support. Their responsibilities include staying in contact with individual alumni, organizing gatherings over the summer and holidays, conducting site visits (particularly to struggling students), helping to establish strong on-campus support networks, and serving as a liaison between families, university-based advisors, and student services representatives. I am always in touch with Mr. Kamentz when I have questions, need recommendations or support. He s like a second dad. He is always there when I need him. YES Prep Alumna 12 Arnold, K., Fleming, S., Castleman, B., DeAnda, M., Wartman, K.L., and Price, P (2008). The Summer Flood: The Gap Between College Admission and Matriculation Among Low Income Students. American Educational Research Association by NewSchools Venture Fund. All rights reserved. April 2010

16 Paving the Way for College Success Page 16 Counselors cite text messages and social networking sites like Facebook as the best way of reaching students. At Eastside College Prep, Alvarez uses a combination of , electronic newsletters, Facebook, text messages and phone calls to keep in touch with students and find out how they are doing in college. YES Prep sends care packages assembled by parents and current high school students to its first-year college students. Just knowing that others are thinking of them means a lot, explains Kamentz. We include little notes. I ll walk onto college campuses and see the notes posted all over their rooms. This web of connections helps ensure that resources can be mobilized quickly when students are at risk of dropping out. Early signs that a student is struggling include: not showing up for class, spending a lot of time alone, frequent trips home on weekends, poor grades, and excessive free time. If a student says he s bored or has a lot of free time, that usually means he is not engaged or connected to the campus, explains Eastside s Alvarez. Peers can also be great sources of information about how students are doing. I went to lunch with a couple of alumni, and they told me a student wasn t in school, says YES Prep s Kamentz. I ve also had alumni call me up and say Mr. Kamentz, I m really worried about this student. On-Campus Support and Strategic Partnerships Identifying the problem is a critical first step, but students also need hands-on support to help them overcome challenges and get back on track. Eastside Prep and YES Prep are actively engaged in problem-solving and identifying resources for struggling students. Sometimes staff will visit a student on campus and brainstorm solutions. Mobilizing a support network on campus is another effective strategy. We use our ground forces on campus, such as admissions officers, other alumni, or mentors, says Kamentz. I ll call our friends in the admissions office and say Hey, I know this student is struggling. Would you mind taking this student out to lunch, and connecting her to student affairs or multicultural affairs? Building formal relationships with these on-campus advisors and other college resources is also important and effective. Last year when Eastside s Alvarez learned that two students at University of California Merced were on academic probation, she reached out to a student advisor. The advisor was very responsive, and shared the students academic contract with her (only possible because of the FERPA waivers the students had signed during the exit interviews before college) so that she knew what was required of them and together they were able to get the students back on track. YES Prep has also developed partnerships with select colleges that are designed to connect students with one another and to resources such as student support services, tutoring centers, counseling services, and extracurricular activities. The success has been phenomenal at partner schools. At partner schools where we ve placed alumni, persistence has been off the charts, says Kamentz, adding that colleges interest in collaborating has increased as YES Prep s reputation and track record of success has grown. Over time, schools have begun seeking YES Prep students out. At the end of the day, people know YES Prep and are willing to invest time and resources in our students. For example, partner institutions support a cohort of students with demonstrated financial need and provide ongoing support once they are enrolled. Peer Networks All of the organizations profiled in this toolkit believe that peer networks also YES is such a small community, and the influence college persistence, and therefore create multiple opportunities network really helped keep me going in college. I throughout the year to bring alumni together. YES Prep hosts formal am always in touch with my YES friends. gatherings during the summer and over holidays, such as panel discussions and a Winter Conference in which alumni come together to reflect on their YES Prep Alumna college experiences and learn about career pathways from alumni who have graduated from college and are now in the workforce. Students also get together for more informal gatherings. Toolkit Highlights: Transition Support The toolkit at the end of this document includes many resources related to transition support. These include: Exit Interview Form (Eastside College Prep) Alumni Survey Information (YES Prep) For the full list of tools, see page by NewSchools Venture Fund. All rights reserved. April 2010

17 Paving the Way for College Success Page 17 FAMILY ENGAGEMENT Research shows that families play a crucial role in a student s likelihood of success in college. Parents of underserved students face significant barriers in helping their children plan for college, including lack of information, language differences, and often time constraints. 13 In order for families to be engaged and supportive, they need basic information about the college process, such as how and where to apply, what financial aid is available, and what life on a college campus is like. In the absence of appropriate information and support, many parents unfamiliar with The success of our students is tied to the fact that they and their parents are both valued in the journey to and through college. Ana Waring, Executive Director, Foundation for a College Education college life and concerned about the opportunity costs of college for their families may construe college as a threat and resist the best laid plans of qualified students, notes one study by The Journal of Hispanic Higher Education 14. High schools and programs that seek to address this challenge must help families understand what post-secondary education means, and the steps required to earn a degree. They also need to engage family members as allies in the process, and equip them with the necessary tools to help their children succeed. This section describes the approach that Foundation for a College Education (FCE) and YES Prep take to family engagement. FCE: Parents as Partners FCE works with high school students in grades 9-12 and their parents to provide academic services, college guidance and emotional support so students are prepared to apply to and succeed in college. Services include: class and grade monitoring, standardized test preparation, college essay assistance, one-on-one and group tutoring, and college transition and orientation support. Once students enroll in college, FCE continues to provide services and advice to ensure that students graduate from college within five years. FCE raises generous donations that are used to provide scholarship assistance to select students to help defray the cost of their college education. Through parent and student participation, FCE creates programs that empower students and their families so that they can be effective advocates for their own education and for their larger community. FCE believes that parents are essential allies in the college-going process, and sets high expectations for their involvement. At least one caring adult must be actively involved in each student s support, and must attend monthly meetings. Parents are also encouraged to take on leadership roles, such as being part of an advisory group that provides input on programming decisions. They also serve as translators for monthly meetings, speak at formal events for donors, and counsel other parents who are newer to the program. In addition, at least one parent serves on the FCE Board of Directors at any given time. It is very important that we have parents voice in FCE governance, says FCE Executive Director Ana Waring. In addition to the leadership and engagement opportunities, FCE works hard to create a safe space in which parents can learn, ask questions, and build confidence. At monthly SPACE (Students and Parents for a College Education) meetings, parents learn about the nuts and bolts of preparing for and applying to college, and also hear from other parents about the social and emotional aspects of preparing for and attending college. For example, a parent may give a talk about what it was like to have her child go off to college, and the readjustment they experienced when her child returned home. Former students also speak about what college life is like, which helps demystify the experience for parents who have not been exposed to college. Presentations are coupled with small group discussions, in which parents can talk candidly about their questions, perceptions and concerns. The small group discussions are a really effective way for parents to feel engaged and connected to one another, says FCEs Waring. All meetings are conducted in English and Spanish, and children are always included so that childcare is not a barrier to attendance. YES Prep: Engaging Families Early and Often At YES Prep, family engagement is part of the approach to college success. We feel it s our obligation to ensure that families are as informed as possible, says Kamentz. The key is to get the dialogue going. Lack of communication or understanding 13 Choy, S. (2002). Access & Persistence: Findings from 10 Years of Longitudinal Research on Students. American Council on Education Auerbach, S. (2004). Engaging Latino Parents in Supporting College Pathways: Lessons from a College Access Program. Journal of Hispanic Higher Education by NewSchools Venture Fund. All rights reserved. April 2010

18 Paving the Way for College Success Page 18 about the college process is one of the biggest reasons for lack of family support. Parent meetings are the primary forum through which YES Prep staff members communicate with families, but parent meetings are also held twice a year during the freshman and sophomore years, three times during the junior year, and four to five times during the senior year. YES Prep counselors work hard to ensure high parent turnout, and their efforts appear to be paying off: at least 80% of parents show up to any given meeting, and at some schools attendance has been as high as 96% of parents. Key success factors for these communications include early expectation-setting, engaging and relevant content, and thoughtful scheduling. Early expectation-setting: YES Prep communicates with families about college expectations starting in the 6 th grade. Parent attendance at specific meetings is required component of the Junior Seminar, which sends a strong signal to parents that their involvement matters. Engaging and relevant content: YES Prep staff is diligent about making sure that parents feel comfortable, and that information is accessible and delivered in a way that creates an emotional connection. One particularly effective strategy has been bringing in parents of alumni to talk about what the process was like for them. The type of information that is shared changes depending on the student s context. Early on, the focus is primarily on helping parents understand the process, introducing the college counseling program, and helping families feel engaged in the YES Prep community. As they get closer to the college application process itself, support shifts to explaining the nuts and bolts of applying to college, such as preparation for the SAT and ACT and how to fill out the FAFSA. Summer opportunities are introduced in the fall of sophomore year, because students grades will have a significant impact on their eligibility for those programs. Deliberate messaging at the right moment is really important, explains Kamentz. If you jump in too early with information, you start to fuel the anxiety among parents. It s important to be strategic about how and when you engage parents in different aspects of the college process. Thoughtful scheduling: To increase participation in college-related activities, meetings are often timed around other schoolbased events (e.g., student exhibitions or performances) that parents are already planning to attend. Toolkit Highlights: Family Engagement The toolkit at the end of this document includes many resources related to family engagement. These include: Parent Participation Expectations and Breakout Group Agendas (FCE) Educational Materials for Parents/Students (FCE) For the full list of tools, see page by NewSchools Venture Fund. All rights reserved. April 2010

19 Paving the Way for College Success Page 19 RECOMMENDATIONS Designing, implementing and sustaining college success programs is extremely challenging for any organization given the complexity of the college application and enrollment process to say nothing of how difficult it can be to persist and succeed in college and the substantial investment of resources required for high schools to provide effective support. Thoughtful program design and execution can help mitigate some of the obstacles that organizations often encounter. Following are recommendations based on key lessons learned from the organizations profiled in this toolkit. Make college success an organization-wide priority, and hold team members accountable for results beyond high school graduation or even college enrollment. Putting college success in an organization s mission statement is not enough to ensure that students graduate from college. Organizations must make this a top priority by engaging senior leadership in decision-making about how resources and staffing are allocated, set clear and measurable goals for this work, and put systems in place to ensure that team members are held accountable. At Eastside College Prep, the principal and other faculty members meet twice a month with the Director of Alumni Services to discuss how particular alumni are doing and to determine how to support struggling alumni. YES Prep s entire senior leadership team engages in a strategic planning process every year during which they set specific goals for alumni college persistence, and monitor those goals closely to ensure that students are being served effectively. Establish trust with students. Alumni will not be responsive to outreach efforts if they do not have a strong connection to their high school. Many organizations struggle to get in touch with their students once they are in college, and this is often because the person contacting them is not someone with whom they have a relationship. It is important that alumni support staff get to know students during high school so that they are viewed as a trusted source of support once students leave. Similarly, if high schools partner with third-party post-secondary support organizations, they should ensure that those partnerships begin while students are still enrolled in secondary school so as to establish solid relationships between their students and alumni support staff at the third-party organization. Manage staffing capacity and align program structure with student needs. Analysis of data from multiple organizations revealed that the average student-to-counselor ratio is 40 to 50 seniors to 1 counselor, which translates into two full-time college guidance counselors for a 400-student school (with 100 seniors). In addition, a full-time director or manager of alumni support appears to be a key position for tracking and supporting students throughout college. As YES Prep s Kamentz emphasizes, You have to have a champion someone who really has the time to focus on alumni. For organizations that cannot build the capacity in-house, they should seek out external partners that are aligned with their mission and have a demonstrated track record of success. Take college selection and fit seriously. Helping students choose a college in which they feel comfortable, supported, and motivated to excel is central to college success. To do this well, college counselors need to be knowledgeable about a wide range of institutions, so they can provide informed guidance and ensure that students make smart choices. At Bronx Lab, college support staff members spend a lot of time researching different colleges and reaching out to higher education administrators by attending conferences and making connections by phone. Make sure students and have a thorough understanding of college costs and options for paying for college. Too often, students are given misleading or incomplete information about which colleges are within their reach financially, and how to make the economics of a college education work. College counselors must be informed about financial aid options and student loans, able to advocate on students behalf with financial aid officers and admissions reps, and willing to help students navigate the balance between working and going to school. Engage parents as partners in the college process, and make their engagement a priority. Parent support and encouragement has a significant impact on a student s likelihood of completing college, and so they ought to be treated as partners, kept informed, and provided with meaningful opportunities to learn and provide support by NewSchools Venture Fund. All rights reserved. April 2010

20 Paving the Way for College Success Page 20 Build strong relationships with colleges and universities in order to create shared responsibility for student success. Maintaining contact with alumni is resource-intensive, particularly as the number of graduating classes and graduates grows. It is important to recognize that post-secondary institutions also have a vested interest in student success, and are important allies when it comes to helping students navigate college. All of the organizations profiled in this toolkit have made strategic decisions to actively cultivate relationships with higher education administrators at the institutions where their students enroll. These relationships have made a major difference in creating on-campus support networks for students. Ensure that there are consistent expectations and clear communications about college success across school sites. YES Prep has shared best practices among school sites and established clear parameters about how its college success programs should be structured. For example, they developed a guardrails document that outlines nonnegotiables and areas of flexibility so that each school leader has the autonomy to make decisions about program design while also ensuring consistency across the network. Create systems to track students progress in college. Most schools and school management organizations lack reliable, user-friendly alumni tracking tools and so they often rely on anecdotes to make decisions about the efficacy of their college-readiness programs. Organizations should invest in collecting data about their alumni; without that data, it is difficult or impossible to determine if efforts to improve student readiness for college and for success in college are having an impact 15. Toolkit Highlights: Recommendations The toolkit at the end of this document includes many resources related to these recommendations. These include: College Office Roles & Responsibilities (Bronx Lab) Campus Structure and Org Chart (YES Prep) For the full list of tools, see page For more information on this topic, see The Promise of Proficiency: How College Proficiency Information Can Help High Schools Drive Student Success by J.B. Schramm of College Summit and author E. Kinney Zaleske, for the Center for American Progress, at by NewSchools Venture Fund. All rights reserved. April 2010

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