Joaquim Hamilton Timothy Jerome NPEA Annual Conference April 16 th, 2015
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1 Joaquim Hamilton Timothy Jerome NPEA Annual Conference April 16 th, 2015
2 Director of College Connection & the Young Men s Initiative Joaquimhamilton@philadelphiafutures.org Associate Director for Recruitment and Retention Timjerome@philadelphiafutures.org
3 Undermatching and Overmatching What s the Issue? What s the Current Research Saying? Fit-Focused College Guidance Programs A Look at Philadelphia Futures College Access Programming The Power of Fit Empowering Students and Staff with a Fit Mindset
4 Mission Vision Provide low-income, first-generation-tocollege students with the tools, resources and opportunities necessary for admission to and success in college. Transform lives by breaking down barriers that have historically excluded low-income, first-generation-tocollege students from college success.
5 25 th Anniversary Edition Information tailored to the unique needs of students in Philadelphia Hands-on activities and interactive workbook Accompanying digital media: new videos and PowerPoint presentations that can be used in student sessions (available at Follow Step Up to College on social media
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7 College Access and Success Programming Academic Enrichment (SAS) College Guidance & Support Mentoring (SAS) Scholarships & Financial Incentives Clubs and Activities On-Going College Support
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9 The Problem: Undermatching When students choose to attend an institution with academic indicators (e.g. test scores, G.P.A.s) below their own (Bowen et al. 2009).
10 Undermatching Research From High School to the Future: Potholes on the Road to College Crossing the Finish Line: Completing College at America s Public Universities The Full Extent of Student-College Academic Undermatch Roderick, Nagaoka, Coca, & Moeller 2008 Bowen, Chingos, & McPherson 2009 Smith, Pender, & Howell 2014
11 Undermatching Research 62% Undermatch 40% Undermatch 40.9% The Full Extent of Student-College Undermatch Undermatch Participants From High School to the Future (Roderick et al. 2008) 50 6,217 Participants Crossing the Finish Line (Bowen et al. 2009) 50 9,130 Participants Crossing the Finish Line: Completing College at America s The Public Extent Universities of Undermatch (Smith et al. 2014) 50
12 Undermatching Research 49.6% Undermatch % The Full Extent of Student-College Undermatch Undermatch 100 Low-Income Students The Extent of Undermatch (Smith et al. 2014) 50 Higher Income Students Crossing the Finish Line: Completing College at America s The Public Extent Universities of Undermatch (Smith et al. 2014) 50
13 Causes for Undermatching Best Fit Family Level of Education College Lack of Encouragement Tuition Costs Lack of College-Going Info Family Income Lack of College Planning
14 Dangers of Undermatching Virginia Cohort of 99 NELS = 4 Year Grade Rate = 6 Year Grade Rate 84% 66% 81% 85% 33% 56% 55% 46% SEL A Public SEL A Private SEL B Public SEL B Private Crossing the Finish Line (Bowen et al. 2009)
15 Overmatching When students choose to attend an institution with academic indicators (e.g. test scores, G.P.A.s) higher than their own (Bowen et al. 2009).
16 The Overmatching Debate Large racial preferences backfire against many and, perhaps, most recipients, to the point that they learn less and are likely to be less selfconfident than had they gone to less competitive but still quite good schools. Mismatch: How Affirmative Action Hurts (Sander & Taylor 2012) Opponents of affirmative action have often claimed that race-sensitive admissions policies harm the very minority students they purport to help data for the 99 entering cohorts at the public universities we study offer no support whatsoever for this hypothesis. Crossing the Finish Line (Bowen et al. 2009)
17 Cautions for Overmatching Students enrolling at two selectivity groups higher than their fit. Students overmatching academically and mismatching socially. Students overmatching academically without consideration of financial fit.
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19 Components of Fit Academic Fit Social Fit Financial Fit
20 Academic Fit Standardized test scores and GPA fall within an admissible range College has appropriate resources/supports to meet student s needs Student has succeeded in equivalent academic coursework in HS Student is prepared for the rigor & volume of college work
21 Social Fit Supports in place to nurture student s personal development Campus life offers meaningful opportunities for socializing Climate that is welcoming to LIFG students
22 Financial Fit Completing college with no, low or manageable debt College offers appropriate and renewable grant assistance & loans No or low (affordable) cash gap after grant and loan assistance
23
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25 College Access and Success Programming Academic Enrichment (SAS) College Guidance & Support Mentoring (SAS) Scholarships & Financial Incentives Clubs and Activities On-Going College Support
26 Pre-College Program Goals All students graduate from high school and enroll at post-secondary institution that fits their needs academically, socially, and financially.
27 Introductory Stages: 9 th & 10 th Completion Stages: 11 th & 12 th General College Awareness Specialized College Admissions Programming General College Skill Building Individualized College Guidance General College Advising Intensive College Admissions Support
28 Introductory Stage Goals To help students understand at a general level what it takes to be academically and socially prepared for college. To help them acquire and develop skills and knowledge that will help them to be academically, socially, and financially fit for college. To acquire College Success Indicator data that will help to inform the completion stages of college guidance.
29 Quantitative Success Indicators Qualitative Success Indicators Attendance (School and SAS/CC Program) Work Habits (HW Submission, Planner, Note-taking) Grades (School and SAS/CC Program) SAT Scores Behavior Grades (School and SAS/CC Program) Reading Comprehension, Vocabulary, and Writing Levels Participation in Extra-Curricular Activities and Events Persistence Work Ethic Proactiveness Maturity Initiative Time Management Communication Skills
30 Introductory Stages: 9 th & 10 th Completion Stages: 11 th & 12 th General College Awareness Specialized College Admissions Programming General College Skill Building Individualized College Guidance General College Advising Intensive College Admissions Support
31 Completion Stage Goals All students apply to 4-7 colleges/universities that will fit their needs academically, socially, and financially. All students successfully enroll at a college or university that best fits their needs academically, socially, and financially.
32
33 Fit Research Thorough, investigative research that uncovers the academic, social and financial characteristics of a college.
34 Basic Research Fit Research Research which is completed by accessing general and easy-tofind information on a college s website. Research that is completed by thoroughly reviewing a college s website from top to bottom and by consulting reliable secondary sources. The information found at the fit level is typically more specific, informative and meaningful than the information found at the surface level.
35 Fit Research Tools Philadelphia Futures College Fit Form BigFuture.org College Navigator Naviance School Websites
36 Empowering Staff with Fit Monthly Staff Professional Developments College Match Selection Meetings Participant Assessments Ability Grouping Meetings
37 Fit-Focused College Guidance Results
38 Small Group Discussion Topics Fit and Your College Guidance 1. How are you incorporating fit into your programming/college guidance? 2. How do you/can you create opportunities for student reflection upon academic, social, and financial fit? 3. What college success indicators do you/can you collect to help inform college guidance and college match? 4. Are there any other ways to more intentionally incorporate fit into your programming/college guidance?
39 PF Closing Recommendations Keep Undermatching/Overmatching Data in Focus Build/Redesign College Guidance and Programming around Fit Define and Collect College Success Indicator Data Find Ways to Empower Students and Staff with a Fit Mindset
40 Director of College Connection & the Young Men s Initiative Joaquimhamilton@philadelphiafutures.org Associate Director for Recruitment and Retention Timjerome@philadelphiafutures.org
41 Works Cited Bowen, W.G., Chingos, M., & McPherson, M. (2009). Crossing the Finish Line. Princeton, NJ: Princeton University Press. Roderick, M., Nagaoka, J., Coca, V., Moeller, E., Roddie, K., Gilliam, J., & Patton, D. (2008, March). From High School to the Future: Potholes on the Road to College. Chicago, IL: Consortium on Chicago School Research. Sander, R. & Taylor Jr., S. (2012). Mismatch: How Affirmative Action Hurts Students It s Intended to Help, and Why Universities Won t Admit It. New York, Ny: Basic Books. Smith, J., Pender, M., Howell, J (2012). The Full Extent of Student-College Academic Undermatch. Advocacy and Policy Center, the College Board.
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