Financial Literacy and College Success at Minority-Serving Institutions

Transcription

1 Financial Literacy and College Success at Minority-Serving Institutions Model Programs Lana Low, Ph.D. Retention & Financial Literacy Research & Consulting 2009 IHEP Symposium February 26, 2009 San Antonio, Texas

2 Today s Agenda Best Practices in Student Financial Literacy First year and entering students Second year students and beyond Assessment the effectiveness Model Financial Literacy Programs South Mountain Community College Counselor and Faculty Sitting Bull Tribal College Financial Aid Director Prairie View A & M University Associate Provost and Financial Aid Director Spelman College - Students Your Questions

3 FYI Observing Save the Trees philosophy, thus PowerPoint presentations will be available on the IHEP website. Structure of sessions Incorporating your best practices The panelists will be available throughout the day for any questions you don t get answered during the discussions.

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5 Why Financial Literacy? While freshmen and their parents are likely thinking more about tests and academics during orientation, the fact is that after graduation a student's credit rating is arguably far more important to his or her future than grade point averages. Robert D. Manning, Ph.D., Author - Credit Card Nation Research Professor and the Director of the Center for Consumer Financial Services at Rochester Institute of Technology.

6 What is financial literacy? Money Debt

7 Those who believe that the only certainties in life are death and taxes can now add a third to the list: personal debt. Karen Krebsbach US Banker February, 2006

8 Current State of Financial Literacy College students are not prepared to manage their personal finances Parents are not providing the financial experiences students need Higher education is slow in responding to students need for financial education There is uneven delivery and availability of personal finance services 8

9 Student Preparedness: Jump$tart Financial Literacy Survey Percentage of questions answered correctly by: High School Seniors % % % % % % Jump$tart Coalition 2008

10 Student Preparedness: Jump$tart Financial Literacy Survey Percentage of questions answered correctly in 2008 by: High school seniors % *College students % College freshmen % College seniors % *College scores increased with students rank in school. Jump$tart Coalition 2008

11 Key Research Finding Finance classes help more in college than high school. Jonathan Fox at The Ohio State University, August 10,

12 Parental Influences How America Pays for College 70 percent of students and parents said a student s expected post-graduation income did not make a difference on their borrowing decisions? With so many students and their parents not considering cost in the college selection process, the stage is set for student success issues Study conducted by Gallup Organization for Sallie Mae

13 Focus on the Goal: Financial Fluency Knowledge Behavior

14 Model Programs Part 1 Entering and first-year student financial literacy programs

15 Best Practices in Financial Literacy Entrance counseling Exit counseling Student orientation Parent orientation Student success courses Seminars/workshops Money management counseling Peer financial counseling Career development Alumni programs

16 Nationally-Recognized Programs Participants Brigham Young University University of Arizona University of Georgia Iowa State University Montana State University Ohio State University Texas Tech University Wright State University Programs Financial Path to Graduation Credit Wise Cats Peer Financial Counseling Consumer & Financial Management Publications Family Financial Literacy Project Freshmen Success Series Red to Black Wright Financial Path

17 Brigham Young University Financial Path to Graduation Strength: Positioning/Infrastructure Academic planning and financial planning proceed on parallel tracks. Students must file a financial plan with the Financial Aid Office before their loan eligibility is certified. This process informs how much students will need to borrow to finance their education and the impact on their lives after graduation. Website:

18 University of Arizona Credit Wise Cats Strength: Peer-to-Peer Program Credit Wise Cats is a student-run group on a mission to educate students about smart spending and financial planning. UA's Credit Wise Cats said they counsel people with practically any financial woe through a series of group workshops or one-on-one meetings. Website:

19 Iowa State University Consumer & Financial Management Strength: Use of Technology The Internet is used to offer select information to individuals One creative example of using technology to spread financial literacy is the weekly financial tips. Over 40,000 individuals signed up to receive weekly financial tips during a three-year period. Website:

20 Iowa State University Government of the Student Body (GSB) Strength: Student Initiated and Funded Funded a financial information campaign in response to press coverage about excessive student debt. A recession calls for us to make tough choices, but a recession is exactly the time when economic and financial education is so critical. Will promote existing programs: Tip of the Week, financial literacy classes, and a Financial Counseling Clinic. Websites: opinion/todays_editorial/doc498131b7bc49d txt

21 Get Financially Fit: a list of websites for college students. _Financially_Fit_Education_Program_List.pdf

22 Panelists South Mountain Community College Cori Washington Cynthia Walston Sitting Bull Tribal College Donna Seabord

23 Today s Agenda Best Practices in Student Financial Literacy First year and entering students Second year students and beyond Assessment the effectiveness Model Financial Literacy Programs South Mountain Community College Counselor and Faculty Sitting Bull Tribal College Financial Aid Director Prairie View A & M University Associate Provost and Financial Aid Director Spelman College - Students Your Questions

24 Financial Literacy and Retention What is the relationship between financial literacy and student retention?

25 Retention Issues: Your List 2006 Institutional commitment Sophomore slump Time management Adjusting socially Affordability Parent roles Financial literacy Customer service Career planning Graduation vs. goal completion

26 Common Institutional Goals of Financial Literacy Interventions Lower loan default rate Lower average credit card debt Decrease number of credit cards Increase first-year retention rates Increase graduation rates

27 Where would you look to find the relationship between retention and financial literacy on your campus? Loan Default Student Attitudes DOE: Retention Data Affordability

28 Predicting Loan Default Student loan default studies indicate overwhelmingly that student success plays a bigger role in predicting who will default than either borrower background or institutional characteristics.

29 Freshman Attitudes Report 2008 Report 18.2% of students are in a bad financial position, and the pressure to earn extra money will probably interfere with studies. 28.7% have financial problems that are very distracting and troublesome. Would like to talk with someone 30.2% getting loan 45.7% getting part-time job 41.5 summer employment 2009 Report 18.2% of students are in a bad financial position, and the pressure to earn extra money will probably interfere with studies. 29.3% have financial problems that are very distracting and troublesome. Would like to talk with someone: 31.5% getting loan 47.3% getting part-time job 44.3 summer employment 2008, Noel-Levitz

30 Department of Education Statistics 9,000 students surveyed from 800 postsecondary institutions approximately 3,300 did not successfully complete the program in which they were enrolled 14 percent of students who left cited financial reasons Only 2 percent cited academic reasons

31 Affordability and Retention Students who take longer to graduate are the least likely to be able to afford it, they are most likely to: Carry a balance on their credit cards. Come from a family that cannot afford to pay for college without loans. Not have money to participate in the activities they enjoy. Have a lower GPA. Have reduced their course load because of debt. Barbara Wharton,

32 CSRDE 2008 Retention Awards A Systemic View of Academic Achievement, Academic Progress and Degree Completion: A Longitudinal Study. SUCCESS CHALLENGE: Placing Student Success at the Center-- Enabling In-State, At-Risk Students to Successfully Earn Baccalaureate Degrees in a Timely Fashion. The Attack of the Killer Courses: How Course Taking Patterns Affect Retention

33 A National Call to Action President Advisory Council on Financial Literacy: 2008 Annual Report Recommendation Conduct additional research into the feasibility of requiring college students to take a course in financial literacy or pass a competency test as a condition of receiving government-backed student loans.

34 Successful financial literacy and retention practices must provide students with the tools they need to survive before they know they need them.

35 Model Programs Part 2 Financial literacy programs for second year students and beyond

36 Boston College: Successful Start Financial Literacy Program Sponsored by: Office of Student Services Mission Statement: financial management for life Workshops: all aspects of financial management Are You Ready for the Challenge? borrowing and using credit responsibly Did You Know? credit pitfalls and warnings

37 Successful Start (continued) Are You Ready for Additional Help? websites Upcoming Workshops: Are you ready for that job offer? Past Workshops: Example How will I survive? What People Are Saying: testimonials

38 University of North Texas Student Money Management Center Runs a Web site and offers one-on-one meetings and group educational sessions. Targets workshops to certain groups freshmen, graduating seniors, and many more Money management topics, such as budgeting, apartment leases, credit cards and credit reports, college and living expenses, car buying, student loan repayment strategies and affording study abroad programs. Administered by Division of Student Development Works closely with Office of Financial Aid Administers two loan programs to help students with unanticipated expenses that endanger their re-enrollment

39 Stanford University Mary Morrison, director of funds management in financial aid office How to live without your parents money Enlightenment called for when student asked, Where do I get my W-2 cashed? One student convinced that the payroll department was stealing money withheld from her check. Uses practical approach: bag of groceries Best taught to seniors Big project is planning budget to match average starting salary of Stanford graduate.

40 Panelists Prairie View A&M University Dr. Carlos Clark Spelman College Michelle Jenkins Jocelyn Mason-Saffold

41 Today s Agenda Best Practices in Student Financial Literacy First year and entering students Second year students and beyond Assessing the effectiveness Model Financial Literacy Programs South Mountain Community College Counselor and Faculty Sitting Bull Tribal College Financial Aid Director Prairie View A & M University Associate Provost and Financial Aid Director Spelman College - Students Your Questions

42 What gets measured gets done!

43 Recent survey at professional development conference What are your goals related to financial literacy activities? What are your financial literacy activities? How are you evaluating your activities? Surveys to monitor progress Track student debt loads Wondering how to evaluate Use suggestions students make # of users Students themselves help me evaluate We just launched the program Mmmmm good? 2008 Kim Brown & George Covino AAMC Session

44 What Do We Measure? Changes in student engagement scores Motivation levels of freshmen Academic success goals of students Changes in student expectations and satisfaction Changes in student achievement

45 Measurement Tools of Choice Surveys Focus groups Interviews Case studies

46 Model Programs Part 3 Assessing the effectiveness of financial literacy programs

47 A Simple Approach to Assessment A Case Study: The University of Hawaii at Manoa Source: Journal of Family and Consumer Science, 2007, Vol. 99, No 3. Financial Information Project: Assessing the Financial Interests of College Students.

48 The I 4 Paradigm Financial Literacy Information Inquiry Intervention Impact

49 Financial Literacy Information Inquiry Intervention Impact What do we know about financial literacy? What do we know about our students? What do we know about our institution?

50 UH Manoa: Information Two out of three students leave college with debt. The effects of college debt are far-reaching. There has been a significant increase in bankruptcy filings by the under age 25 group. 80% of undergraduate students have between one and four credit cards. High school students have limited access to financial education other than what they learn from parents. 81% of parents rated their money practices as poor. Only 10% of students in the Family and Consumer Sciences upper division classes had any formal money management coursework

51 Financial Literacy Information Inquiry Intervention Impact What do we need to know? How do we find out? What will we do with the information?

52 UH Manoa: Inquiry Students were asked to complete a survey: What kind of financial information would be of interest to college students? How would students prefer the information be delivered? Faculty and staff completed parallel survey: Included those who counsel or teach students in the area of money management. Questions focused on interest, preferred presentation, and delivery

53 UH Manoa: Inquiry (continued) Financial information of interest to students: Investing for the future. Getting ahead financially after graduation. Avoiding credit problems. Budgeting income and expenses. Information of interest to faculty staff: Budgeting Avoiding credit problems Making the most of student loans Avoiding ID theft, fraud, and scams

54 UH Manoa: Inquiry (continued) How students prefer to receive financial information: As part of a financial aid interview As part of special event with free food As part of extra credit in a university class Through a website At the university s New Student Orientation program Faculty and staff choices for delivery of information: As part of special event with free food Through a website As part of extra credit in a university class As part of a financial aid interview At the university s New Student Orientation program

55 Financial Literacy Information Inquiry Intervention Impact What did we learn? What can/should we do about it?

56 UH Manoa: Intervention Validated student interest in a variety of financial topics and they have definite ideas on how they would like to receive the information. Concluded that students are interested in learning about financial futures; faculty and staff focus on the present. Identified a cadre of faculty and staff to collaborate on delivery of programs that reach a wider college student audience. Recognized the importance of surveying intended audience and their teachers before selecting a program.

57 UHM: Intervention (continued) Began with a pilot financial education project. Peer financial educators were selected. Utilized common interests indicated by students and faculty/staff in the selection of a curriculum. Twelve curricula were reviewed for relevance and quality of materials.

58 Financial Literacy Information Inquiry Intervention Impact What worked? What didn t? What s the payoff for the student? What s the payoff for the institution?

59 UHM: Impact Workshop Participation 20 sessions for 500 students offered new-student orientation workshops, dormitory programs freshman seminars ad hoc requests Workshop Evaluations 471 students gained new knowledge and understanding of basic personal financial management. When compared with non-participants, workshop attendees had increased their awareness of money management practices. Workshop participants demonstrated greater awareness on 13 of 20 indicators, with significant differences on five of those indicators.

60 UHM: Impact (continued) Program Growth: Shilder College of Business faculty now incorporate the materials in training peer educators and other students pursuing financial planning as a career. Students can get class project credit for developing, offering and assessing financial education units for their peers Offering program online

61 Where is your focus? Financial Literacy Information Inquiry Intervention Impact

62 2009 Symposium on Financial Literacy and College Success at Minority Serving Institutions: A Report on Tribal Colleges Donna M. Seaboy Sitting Bull College 2009 IHEP/MSI Symposium 1

63 History of Sitting Bull College Located on Standing Rock Sioux Reservation Main campus located in Fort Yates, ND Additional sites in McLaughlin and Mobridge, SD 2009 IHEP/MSI Symposium 2

64 History of Sitting Bull College Chartered by Standing Rock Sioux Tribe on as Standing Rock Community College One of the original five tribal colleges established Accredited through Higher Learning Commission of the North Central Associations of Colleges and Schools Name changed to Sitting Bull College IHEP/MSI Symposium 3

65 Who Are Our Students? Average 300 students/semester 71% Female/29% Male 90% Native American 73% Single 31 Average Age 2009 IHEP/MSI Symposium 4

66 Sitting Bull College Strategic Plan Goal Number 4 (ended July 08): To Increase Retention Objectives Increase semester completion rate from 67% to 70%. Increase retention rate from 38.3% to 41.3%. Increase persistence rates from 59.8% to 62.8% IHEP/MSI Symposium 5

67 Sitting Bull College Strategic Plan New strategic Plan July 2008: Goal Number 2: To have created opportunities for students to actively participate in student centered initiatives by Objective 2: To have increased retention 2% per year using the benchmark of 39.8% through IHEP/MSI Symposium 6

68 Results Outcomes Semester completion rate Fall % Spring % Persistence rate 64.8% Retention rate 40.3% Outcomes Semester completion rate Fall % Spring % Persistence rate 54.5% Retention rate 53.3% 2009 IHEP/MSI Symposium 7

69 Results Outcomes Semester completion rate Fall % Persistence rate 66.7% 2009 IHEP/MSI Symposium 8

70 PSY 100 Psychology of Student Success Orientation course that is mandatory for all new students and should be taken during their first semester at SBC. Course is designed to make the adjustment to college life a pleasant experience. Financial literacy is an important component of the course IHEP/MSI Symposium 9

71 PSY 100 Financial Literacy Component Unit One: Charge It Right using credit cards responsibly. Unit Two: To Your Credit reading a credit report and building/repairing credit history. Unit Three: Pay Yourself First identifying ways to save money and introducing options for saving toward their goals. Unit Four: Money Matters managing money by preparing a personal spending plan and identifying ways to decrease spending and increase income IHEP/MSI Symposium 10

72 Progress Reason for Withdrawal: Financial Difficulties 17 (15%) Fall drop slips 6 (8%) Spring drop slips 5 (5%) Fall drop slips 0 (0%) Spring drop slips 2 (2%) Fall drop slips 3 (5.5%) Spring drop slips 2 (3.1%) Fall drop slips 2009 IHEP/MSI Symposium 11

73 American Indian Higher Education Consortium (AIHEC) Regular Members (32) Associate Members (4) International Members (1) Survey Participants (14) IHEP/MSI Symposium 12

74 $ U R V E Y Is your college providing financial management education to its students? 8 YES 6 NO 0 NOT SURE 2009 IHEP/MSI Symposium 13

75 $ U R V E Y Tell me what you do to provide this service to your students. Required academic course Orientation/Workshops Local Bank Representatives Entrance/Exit Loan Counseling 2009 IHEP/MSI Symposium 14

76 $ U R V E Y Have you assessed its effectiveness? 0 YES 2 NO 12 NOT SURE What were the results of your assessment? n/a 2009 IHEP/MSI Symposium 15

77 $ U R V E Y Do you plan to expand or change your methods for providing this service to your students? How? TRIO is setting up workshops on debt management and credit card use New Position with specific duty of establishing financial education program Access local JumpStart Coalition resources 2009 IHEP/MSI Symposium 16

78 $ U R V E Y Try to set up IDA (individual development accounts) for specific savings objective Set up workshops on budgeting and using local resources Work with students in applying for financial aid early to meet deadline dates 2009 IHEP/MSI Symposium 17

79 $ U R V E Y How often do you disburse financial aid? 12 Once per term (federal and A*CF) 2 No response (federal and A*CF) 4 Multiple disbursements (stipends) 2009 IHEP/MSI Symposium 18

80 Summary Financial education is an issue in Indian Country that is being addressed however, it appears on a small scale. Don t need to reinvent the wheel USA Funds Unlock the Future Money Smart Jump$tart 2009 IHEP/MSI Symposium 19

81 Personal Money Management for College Students CPD108 SOUTH MOUNTAIN COMMUNITY COLLEGE MARICOPA COMMUNITY COLLEGE DISTRICT CORI WASHINGTON, CHAIR DIVISION OF COUNSELING, HEALTH, AND WELLNESS CYNTHIA WALSTON, ADJUNCT COUNSELING FACULTY

82 What is CPD? CPD STANDS FOR COUNSELING AND PERSONAL DEVELOPMENT OUR MOTTO GOT A LIFE? BECAUSE LONG AFTER GRADUATION, YOU LL STILL HAVE A LIFE

83 Why do students enroll? Loans are NOT auto-packaged in the financial aid process at SMCC. All student loan borrowers MUST complete an on-line loan counseling session. MUST complete a detailed budget for the academic year. MUST take CPD108, a personal Money Management course taught by Counseling Faculty from SMCC sometime within the academic year. Materials utilized are Life Skills provided by USAF/SallieMae. MUST complete an Exit Counseling session between their freshmen and sophomore year, even though they are continuing their education with SMCC. Previous generational values and behaviors that influenced current college students

84 Additional Student Loan Requirements Students must request student loans by a separate process; complete and additional in-person group counseling session. provide a program of study to the FA Office. review their NSLDS (National Student Loan Database System) record annually to understand their aggregate loan indebtedness. Students who leave, drop out or graduate are required to complete the Exit Loan Counseling again as well. stay within a reasonable community college loan level of indebtedness. With the new increases, effective July 1, 2008, SMCC recommends dependent students stay within a $12,500 aggregate and independent students stay within a $25,000 aggregate. These levels may be exceeded; however, a close review of each student s goals, aspirations and indebtedness is evaluated on a case-by-case basis. Students who are in repayment and delinquent receive communications from SMCC through Debt Manager, a USAF/SallieMae default prevention product.

85 Previous generational values and behaviors that influenced current college students Family Responsibilities Full time employment First Generation College Student/Adult Student Lack/no experience with large sums of money or access to money Poor/no experience with money management

86 South Mountain Community College Default Information The above graph indicates the default percentage at SMCC. Note: 2002 & 2003 had 0 default rate. The above graph denotes the actual number of student loans awarded and defaults.

87 Now that we have you in class GOOD MORNING. TELL US WHY YOU RE HERE TOP 5 RESPONSES I DROPPED IT LAST SEMESTER AND I CAN T GET MY LOAN FINANCIAL AID MADE ME I CAN T GET MY REFUND CHECK UNTIL I TAKE THIS CLASS I NEEDED ONE MORE CREDIT I HAD NOTHING ELSE TO DO AT 8:00 AM ON A SATURDAY MORNING

88 CREATING CPD108 PRESENTATION OUTLINE: PART 1 Course inception Initiation and collaboration with the Financial Aid Office of SMCC Goal and Purpose for collaboration Why is there a need for this course? Maricopa District Counseling Instructional Council Steps in establishing new course. Course Development Course Description: Counselors focus on emotions connected with attitudes, behaviors, and thinking about money The official course competencies and outline.

89 TEACHING CPD108 PRESENTATION OUTLINE: PART 2 Guided Imagery Life Planning Budgeting Educational Planning Academic Success Occupational Projections Where does my income come from? Cashflow Quadrant Current economic situation How is the current economy affecting you? Utilizing USAFunds and other resources

90 COURSE INCEPTION: Initiation and collaboration with the Financial Aid Office of SMCC Financial Aid Perspective In 1989, South Mountain Community College decided to cease participation in the student loan program with a default rate at 23% Inez Moreno-Weinert Financial Aid Director Typical reasons for not repaying loan But I didn t graduate I m not working I m still in school, but part time I thought it was a grant

91 COURSE INCEPTION: Initiation and collaboration with the Financial Aid Office of SMCC Cori Washington Counseling Center, Director Counseling Perspective Emotions associated with money and debt Personal responsibilities associated with money Family obligations Work responsibilities Current/past debt any other related concerns Freedom and status Distress Retail Therapy Delayed Gratification/Immediacy Magical Thinking/Freedom to Spend It s similar to my IRS refund Lack of Respect for the value of money

92 GOAL AND PURPOSE FOR COLLABORATION FINANCIAL AID GOALS COUNSELING GOALS Decrease default rate Financial literacy Loan responsibility Healthy money management Delayed gratification Detaching emotional ties to money

93 Course Development COURSE DESCRIPTION COLLEGE MONEY MANAGEMENT IS DESIGNED TO Designed to assist students in examining values related to spending, borrowing, and saving money. Identify financial priorities and responsibilities associated with debt. Develop and follow a personal budget plan and learn strategies for maintaining a financially balanced personal life.

94 THE 10 OFFICIAL COURSE COMPETENCIES 1. To prioritize personal needs and wants 2. Explain the concept of delayed gratification 3. Track monthly income and expenses 4. Develop a personal budget plan 5. Identify strategies for reducing personal debt

95 THE 10 OFFICIAL COURSE COMPETENCIES 6. Identify money saving strategies 7. Determine the cost of obtaining an Associate s and Bachelor s degree 8. List responsibilities associated with federal student aid 9. List responsibilities associated with using credit cards 10. Describe ways to balance financial commitments related to school, work and relationships

96 Guided Imagery The Perfect Day! It is five or ten years from now. Imagine yourself enjoying a day in which you are doing everything and anything you want to. You have no financial or time restraints except the ones you give yourself. In writing, describe your perfect day from the time you get up until the time you go to sleep! Enjoy!

97 Creating a Budget (Modules 1: USAFunds) Needs vs Wants Impulse purchases/retail therapy Monthly expenses Monthly income Annual credit reports Credit Cards FAFSA LIFE PLANNING

98 LIFE PLANNING EDUCATIONAL PLANNING (USA FUNDS MODULE 3) FAFSA Other Financial Aid Requirements Curriculum Requirements GPA Major Requirements Transferring/Graduat e School Requirement ACADEMIC SUCCESS (USA FUNDS MODULE 3) Time Management Study Skills Note taking Learning Styles Campus Resources Registration and Advisement Learning Resource Center Library Technology Center Understanding Exams Extra Curricular Activities

99 LIFE PLANNING OCCUPATIONAL PROJECTIONS (USA FUNDS MODULE 4) Interest inventory Major and degree requirements Occupational and workforce projections Alternative incomes by developing individual financial plans. (Robert Kiyosaki)

100 Cash Flow Quadrant Employee Self Employed Good Things Health/Life Insurance Sick/vacation days Guaranteed pay for work Job descriptions Bad Things Not able to make decisions Little freedom Bad bosses and coworkers Taxes Good Things Make most decisions Can set prices and income Set work schedule Hire/fire employees (if applicable) Bad Things Bad employees Personal illness (If you don t work, you may not be paid) Tax benefits

101 Cash Flow Quadrant Business Owner Investor Good Things Bad Things Good Things Bad Things Make all decisions Create business cycle Can stay at home and still make money Bad/lazy employees Double taxes (certain businesses) Natural/man made disaster Little input Significant financial gains Control and work freedom Taxes Bad business plan Market change Natural/Man made disaster Taxes

102 Cash Flow Quadrant EMPLOYEE BUSINESS OWNER SELF EMPLOYED INVESTOR Works the system Creates the system Which side of the quadrant do you want to be on!

103 Current Economics What s Going On? Typical Student Responses: Have students list what s happening in their personal lives that has been affected by the economy. Housing Crisis Economic slump (workforce decline) War Immigration

104 ADDITIONAL RESOURCES Books: Additional Resources Who Moved My Cheese? Dr. Spencer Johnson, M.D. Rich Dad, Poor Dad Robert Kiyosaki Cash Flow Quadrant Robert Kiyosaki Web locations: