Unstack the Odds: Help All Kids Access College—and Graduate!
by
Joe Rottenborn
Executive Director, Mahoning Valley College Access Program (MVCAP)
Joe Rottenborn
Executive Director, Mahoning Valley College Access Program (MVCAP)
16. Access Programs, Part 4
The sixth characteristic of college access programs reviewed by Jennifer Lee Schultz and Dan Mueller was to Provide comprehensive, long-term support. [emphasis in original] According to their review of literature, they concluded the following: “The programs that have the greatest impact tend to be those that are comprehensive in terms of the services provided and intense with regard to the level of involvement required (Cabrera & La Nasa, 2001; Perna & Swail, 2002). In addition, several evaluations have shown that students benefit more the longer they participate in the program (Gándara & Bial, 2001).” Schultz and Mueller also noted that “Nearly all of the programs in this review offer a wide variety of services and support students for at least four years.” (Jennifer Lee Schultz and Dan Mueller, Effectiveness of programs to improve postsecondary education enrollment and success of underrepresented youth: A literature review, NorthStar Education Finance, November 2006. p. 10.) http://www.mncollegeaccess.org/sites/b862decd-72ee-44b5-80f8-4f0ac42e8716/uploads/NorthstarLitReviewWithoutRICFSum_11-06.pdf
The seventh trait of college preparation programs examined by Jennifer Lee Schultz and Dan Mueller was, perhaps, the most controversial: Encourage systemic reform. [emphasis in original] In the estimation of the authors, “Most outreach programs are peripheral and supplemental to the classroom, which may explain why outreach programs tend to have little effect on students’ academic achievement (Gándara & Bial, 2001).” They quote the view of Watson Scott Swail (2001) of the Educational Policy Institute that, at bottom, such programs require “‘a desire to help change the very system whose failure required their existence’ if they are to have any long-term or systemic impacts on our educational system (p. xiii).” (Jennifer Lee Schultz and Dan Mueller, Effectiveness of programs to improve postsecondary education enrollment and success of underrepresented youth: A literature review, NorthStar Education Finance, November 2006. p. 11.) http://www.mncollegeaccess.org/sites/b862decd-72ee-44b5-80f8-4f0ac42e8716/uploads/NorthstarLitReviewWithoutRICFSum_11-06.pdf
Reviewers Schultz and Mueller also opined on the place of access programs in schools, citing “. . . researchers at the State Higher Education Executive Officers (SHEEO, 2003) [who] found that the most effective programs offer long-term systemic services that are incorporated as part of the regular school offerings, rather than shortterm supplemental programmatic services.” (Jennifer Lee Schultz and Dan Mueller, Effectiveness of programs to improve postsecondary education enrollment and success of underrepresented youth: A literature review, NorthStar Education Finance, November 2006. p. 11.) http://www.mncollegeaccess.org/sites/b862decd-72ee-44b5-80f8-4f0ac42e8716/uploads/NorthstarLitReviewWithoutRICFSum_11-06.pdf
In addition, they commented on the relationship between levels of education, noting that “Research has also shown that linking the secondary and postsecondary educational systems – for example, by aligning high school curricular requirements with college entry requirements – helps low-income and minority students succeed (Martinez & Klopott, 2005).” Unfortunately, Schultz and Mueller indicated that “. . . very few programs take a systemic approach, and this is the case among the programs included in this review.” The reviewers did grant, however, that “Several programs address this issue to some extent, for example, by establishing partnerships between secondary schools and postsecondary institutions and by helping ensure that students complete college entrance requirements.” (Jennifer Lee Schultz and Dan Mueller, Effectiveness of programs to improve postsecondary education enrollment and success of underrepresented youth: A literature review, NorthStar Education Finance, November 2006. p. 11.) http://www.mncollegeaccess.org/sites/b862decd-72ee-44b5-80f8-4f0ac42e8716/uploads/NorthstarLitReviewWithoutRICFSum_11-06.pdf
The seventh trait of college preparation programs examined by Jennifer Lee Schultz and Dan Mueller was, perhaps, the most controversial: Encourage systemic reform. [emphasis in original] In the estimation of the authors, “Most outreach programs are peripheral and supplemental to the classroom, which may explain why outreach programs tend to have little effect on students’ academic achievement (Gándara & Bial, 2001).” They quote the view of Watson Scott Swail (2001) of the Educational Policy Institute that, at bottom, such programs require “‘a desire to help change the very system whose failure required their existence’ if they are to have any long-term or systemic impacts on our educational system (p. xiii).” (Jennifer Lee Schultz and Dan Mueller, Effectiveness of programs to improve postsecondary education enrollment and success of underrepresented youth: A literature review, NorthStar Education Finance, November 2006. p. 11.) http://www.mncollegeaccess.org/sites/b862decd-72ee-44b5-80f8-4f0ac42e8716/uploads/NorthstarLitReviewWithoutRICFSum_11-06.pdf
Reviewers Schultz and Mueller also opined on the place of access programs in schools, citing “. . . researchers at the State Higher Education Executive Officers (SHEEO, 2003) [who] found that the most effective programs offer long-term systemic services that are incorporated as part of the regular school offerings, rather than shortterm supplemental programmatic services.” (Jennifer Lee Schultz and Dan Mueller, Effectiveness of programs to improve postsecondary education enrollment and success of underrepresented youth: A literature review, NorthStar Education Finance, November 2006. p. 11.) http://www.mncollegeaccess.org/sites/b862decd-72ee-44b5-80f8-4f0ac42e8716/uploads/NorthstarLitReviewWithoutRICFSum_11-06.pdf
In addition, they commented on the relationship between levels of education, noting that “Research has also shown that linking the secondary and postsecondary educational systems – for example, by aligning high school curricular requirements with college entry requirements – helps low-income and minority students succeed (Martinez & Klopott, 2005).” Unfortunately, Schultz and Mueller indicated that “. . . very few programs take a systemic approach, and this is the case among the programs included in this review.” The reviewers did grant, however, that “Several programs address this issue to some extent, for example, by establishing partnerships between secondary schools and postsecondary institutions and by helping ensure that students complete college entrance requirements.” (Jennifer Lee Schultz and Dan Mueller, Effectiveness of programs to improve postsecondary education enrollment and success of underrepresented youth: A literature review, NorthStar Education Finance, November 2006. p. 11.) http://www.mncollegeaccess.org/sites/b862decd-72ee-44b5-80f8-4f0ac42e8716/uploads/NorthstarLitReviewWithoutRICFSum_11-06.pdf
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