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Friday, April 29, 2011

245.Unstack the Odds--GO TO COLLEGE:STEPS 4-7



Unstack the Odds: Help All Kids Access College—and Graduate!

by
Joe Rottenborn
Executive Director, Mahoning Valley College Access Program (MVCAP)


18. GO TO COLLEGE: STEPS 4-7



4) Use an online estimator, like that on the website of the ACT (http://webapps01.act.org/fane/docs/) to determine your financial need by calculating the Expected Family Contribution (EFC) for the first year of college.


5) Compare your EFC to costs of any colleges of interest, via a website like the link on the ACT site at http://webapps01.act.org/fane/docs/


6) Search local resources, college viewbooks, and Internet sites to identify scholarships, tuition-discounts, and gift-aid. Try using a free scholarship search & e-mail notification site, like Fastweb at the link http://www.fastweb.com/


7) Consider the advantage of Early-Decision and Early-Action options vs. regular admissions.

Thursday, April 28, 2011

244.Unstack the Odds--GO TO COLLEGE: STEP 3



Unstack the Odds: Help All Kids Access College—and Graduate!
by

Joe Rottenborn

Executive Director, Mahoning Valley College Access Program (MVCAP)


18. GO TO COLLEGE: STEP 3


3. Seek information about preparation, fee-waivers (if applicable), and registration, either online or mailing by deadlines, for the ACT. To do well on the ACT, you need to prepare; here is a sample preparation plan, drawn from the free pamphlet Preparing for the ACT. Start at least 6 weeks before you take it.
(http://www.act.org/aap/pdf/preparing.pdf)


31. Now is the time to register for the next ACT; you can do this online (http://www.act.org/)--if you have a valid credit card.


32. If you qualify for free- or reduced-price lunch at your school, you might get a fee-waiver to register for the ACT free; ask your counselor!


33. ACT score (0-36) is important--not just for admission to college but also to be awarded merit financial aid: the higher a score, the better!


34. The ACT is challenging because it's a power test--that is, one with time-limits for each section: students who don't finish may lose points.


35. Know the deadline to register for the ACT; if you miss the deadline, you will have to pay more. You can register online (http://www.act.org/)--if you have a valid credit card.


36. At 5 weeks before the ACT: To do well, prepare--by knowing the test format (i.e., "test-wiseness") as well as the four content areas.


37. According to ACT, answer the easy questions first, skipping harder ones; then, return to the more difficult questions--if you have time. (p. 3.)
(http://www.act.org/aap/pdf/preparing.pdf)


38. Per the ACT, "your score on the test will be based only on the number of questions you answer correctly"--therefore, answer every question. (p. 3.)
(http://www.act.org/aap/pdf/preparing.pdf)


39. ACT strategy: familiarize yourself with content of the 4 tests; refresh your knowledge and skills in each area; and know what you haven't had.


40. A key to doing well on the ACT is practice: do the 4 practice tests in the free booklet Preparing for the ACT--and use a timer on each one!


41. At 4 weeks before the ACT: begin your practice by taking the Reading test (p. 34 of Preparing for the ACT); use a timer/watch.


42. On the ACT Reading test, there are 40 questions to finish in 35 minutes, which means you have less than 60 seconds per answer--so work fast!


43. The ACT Reading test asks what is explicitly stated in several texts as well as implicit meanings; hence, refer back to the passages often.


44. The ACT Reading test is based on four types of reading selections: social studies, natural sciences, prose fiction, and the humanities. (p. 8.)
(http://www.act.org/aap/pdf/preparing.pdf)


45. There will be four passages in the ACT Reading test; scan the questions for each selection before reading so you'll know what's being asked.


46. At 3 weeks before the ACT: continue your practice by taking the English test (p. 14 of Preparing for the ACT); use a timer/watch.


47. On the ACT English test, there are 75 questions to finish in 45 minutes--which means, on average, 36 seconds per answer, so read/work fast!


48. The ACT English tests on punctuation, grammar/usage, sentence structure, strategy, organization, & style--but not on spelling & vocabulary. (p. 6.)
(http://www.act.org/aap/pdf/preparing.pdf)


49. The ACT English has five essays to read, followed by multiple choice questions--about an underlined portion, section, or the entire passage.


50. On ACT English, before you answer a question on an underlined portion, read what is underlined; if it is the best answer, mark "NO CHANGE." (p. 6.)
(http://www.act.org/aap/pdf/preparing.pdf)


51. At 2 weeks before the ACT: continue your practice by taking the Math test (p. 26 of Preparing for the ACT); use a timer/watch.


52. On the ACT Math test, there are 60 questions to finish in 60 minutes--which means, on average, 1 minute per answer, so read and work fast!


53. ACT Math tests on pre-algebra, elementary algebra, intermediate algebra, coordinate geometry, plane geometry, and trigonometry--so review! (p. 7.)
(http://www.act.org/aap/pdf/preparing.pdf)


54. "All the ACT Math problems can be solved without using a calculator"--in fact, some are best done without one; hence, choose when to use it! (p. 7.)
(http://www.act.org/aap/pdf/preparing.pdf)


55. On ACT Math, solve the problem, locate your solution among the answer choices, make sure your answer is reasonable--then, check your work!


56. At 5 days until the ACT: continue practicing by taking the Science test (p. 42 of Preparing for the ACT); use a timer/watch.


57. 4 days until the ACT: the Science test is 40 questions in 35 minutes--which means less than 1 minute per answer: work fast!


58. 3 days until the ACT: the ACT Science tests on biology, chemistry, physics, and the Earth/space sciences--so get set! (p. 9.)
(http://www.act.org/aap/pdf/preparing.pdf)


59. 2 days until the ACT: the ACT Science test emphasizes scientific reasoning skills over recall of scientific content.


60. 1 day until the ACT: remember to bring your admission ticket, acceptable ID, #2 pencils w/ erasers, watch, and basic calculator.


61. If you took the ACT, exhale; if you didn't, make certain you register by the next regular deadline.






Wednesday, April 27, 2011

243.Unstack the Odds--GO TO COLLEGE: STEP 2



Unstack the Odds: Help All Kids Access College—and Graduate!

by
Joe Rottenborn
Executive Director, Mahoning Valley College Access Program (MVCAP)

18. GO TO COLLEGE: STEP 2


2) Begin a college search by determining which schools may best suit desired areas of study and academic programs as well as family finances.


7. Once you've determined your career interest(s), seek schools that offer your desired area(s) of study.


8. For information on colleges in Northeast Ohio, click this link: http://mvcap.blogspot.com/2010/03/41-colleges-in-northeast-ohio.html


9. You may be interested in reading the Huffington Post article by Steve Leveen, "College: It's not where you get in, but how you come out," at http://bit.ly/aP1M0x


10. To read the article "When Choosing A College, What Really Matters? click: http://www.unigo.com/articles/when_choosing_a_college,_what_really_matters%5E63/?taxonomyId=760028


11. To read the article "Price of education is likely debt," click on this link: http://www.usatoday.com/news/education/2008-07-23-comcol-debt_N.htm?csp=usat.me


12. To see some hazards of taking on too much loan-debt for college, click: http://mvcap.blogspot.com/2010/03/43-student-loan-debt-part-ii.html


13. To see all Ohio colleges and universities, use that link under "OBR" in the left margin of our MVCAP blog: http://mvcap.blogspot.com/


14. To see "Best Colleges 2010," use that link under "U.S. News & World Report" in the left margin of our MVCAP blog: http://mvcap.blogspot.com/


15. For "Historically Black Colleges & Universities," look under "U.S. News" in the left margin of our MVCAP blog: http://mvcap.blogspot.com/


16. For Part 2: "Answers on Historically Black Colleges and Universities," click this link: http://nyti.ms/bIpeWz


17. To see "National University Rankings," look under "U.S. News & World Report" in the left margin of our MVCAP blog: http://mvcap.blogspot.com/


18. To see "Liberal Arts Rankings," look under "U.S.News & World Report" in the left margin of our MVCAP blog: http://mvcap.blogspot.com/


19. To explore "Colleges That Change Lives," hit the link "CTCL Members" in the left margin of our MVCAP blog: http://mvcap.blogspot.com/


20. To see "Christian Colleges & Universities," try the link "Member Schools" in the left margin of our MVCAP blog: http://mvcap.blogspot.com/


21. For "National Catholic College Admission Assoc.,"use "Search for a school" in the left margin of our MVCAP blog: http://mvcap.blogspot.com/


22. To continue your college search, think how close to home you want to stay; how large a school you'd like; & do you prefer public or private?


23. An important consideration in any college search is whether you can afford--with need-based & merit financial aid--a particular college.


24. One of the hazards in doing a college search today is neglecting to consider the "mountain of debt" you may be accumulating at some schools.


25. Maybe the key question to ask yourself about a college search is this one: in which school(s) can I not just survive--but really thrive!


26. Learn about your schools of interest at a free Virtual College Fair; register at http://www.collegeweeklive.com


27. GoodSearch or Google the Common Data Set for schools you're interested in; pay attention to Part C and H. To find out more, click this link:http://mvcap.blogspot.com/2010/03/42-common-data-set-cds.html


28. If you are considering Ohio State, you can access its Common Data Set (CDS): http://mvcap.blogspot.com/2010/03/42-common-data-set-cds.html


29. If you are considering Miami (OH), you can access its Common Data Set (CDS): http://mvcap.blogspot.com/2010/03/42-common-data-set-cds.html


30. If you are considering Ohio U., you can print out its Common Data Set (CDS): http://mvcap.blogspot.com/2010/03/42-common-data-set-cds.html






Tuesday, April 26, 2011

242.Unstack the Odds--GO TO COLLEGE: STEP 1



Unstack the Odds: Help All Kids Access College—and Graduate!
by

Joe Rottenborn

Executive Director, Mahoning Valley College Access Program (MVCAP)


18. GO TO COLLEGE: STEP 1


When it’s time to think about college, here to assist you is a step-by-step approach--developed over almost 10 years--by the Mahoning Valley College Access Program (MVCAP). Just do and/or consider items that follow during this year and you’ll be off to college after you graduate from high school!


1) Undertake a career exploration to identify matches between your strengths/interests and various fields/occupations, emphasizing preparation required and job-opportunities.


1. Begin the career exploration by identifying your many strengths and interests--then seek careers that would make use of those.


2. When you do a career exploration, determine what preparation a certain field requires--and what job opportunities exist!


3. To read a blog-post entitled “10 Hottest Careers in America,” just click this link: http://moneywatch.bnet.com/saving-money/blog/college-solution/10-hottest-careers-in-america/2154/


4. For a pdf file of the actual report by the University of California, San Diego, click here: http://extension.ucsd.edu/about/images/careerReport.pdf


5. Perhaps the best question to ask yourself about careers is this: What job would you still love to do on a cold, dark, rainy Monday morning?


6. Note: You can view this step and the next one as an e-book at the following link: http://issuu.com/mvcap/docs/going_to_college

Monday, April 25, 2011

241. Unstack the Odds--16-Point Advising Plan

Unstack the Odds: Help All Kids Access College—and Graduate!

by
Joe Rottenborn
Executive Director, Mahoning Valley College Access Program (MVCAP)


17. 16-Point Advising Plan

Over the 10 years of its existence, our Mahoning Valley College Access Program (MVCAP) has developed and implemented the following advising plan for high school students.

1) Undertake a career exploration to identify matches between a student's strengths/interests and various fields/occupations, emphasizing preparation required and job-opportunities, perhaps via post 100 “Going To College: Step-by-Step” on the MVCAP blog website at http://mvcap.blogspot.com/2010/08/100-going-to-college-step-by-step.html

2) Begin a college search by determining which schools may best suit desired areas of study and academic programs as well as family finances, again via post 100 on the MVCAP blog website at http://mvcap.blogspot.com/2010/08/100-going-to-college-step-by-step.html

3) Get information about preparation, fee-waivers (if applicable), and registration, either online or mailing by deadlines, for the ACT and/or SAT.

4) Use an online estimator, like that on the website of the ACT (www.act.org/fane/) to determine financial need by calculating the Expected Family Contribution (EFC) for the first year of college.

5) Compare EFC to costs of any colleges of interest, via a website like the link on the ACT site.

6) Search local resources, college viewbooks, and Internet sites to identify scholarships, tuition-discounts, and gift-aid.

7) Consider the advantage of Early-Decision and Early-Action options vs. regular admissions.

8) Select 3-6 colleges to apply to, based on the following student data:
a. strengths and interests;
b. desired career fields and corresponding academic programs;
c. high school curriculum completed;
d. grade-point average;
e. ACT/SAT scores; and
f. opportunity for financial aid, related to need (EFC) and merit (GPA, ACT/SAT score.)

9) Schedule a campus visit; evaluate your visit to consider “goodness of fit.”

10) Complete and submit online or paper applications for admission by deadlines.

11) Undertake the online PIN application process (for student and a parent), complete and submit, by priority deadlines for financial aid, the Free Application for Federal Student Aid (FAFSA) on the web (http://www.fafsa.ed.gov/).

12) Interpret the Student Aid Report (SAR), received after submitting the FAFSA, to determine EFC and financial need.

13) Interpret and compare Financial-Aid Award Offer letters from colleges to figure the “bottom line” (i.e., out-of-pocket expenses), monthly payments, and loan-debt.

14) Comply with “verification” process or request “reconsiderations” of financial-aid packages.

15) Decide a college to attend and which financial-aid package component(s) to accept.

16) If eligible, complete and submit an MVCAP Last-Dollar Scholarship Application by June 1.

Friday, April 22, 2011

240. Unstack the Odds--Access Programs, Part 5



Unstack the Odds: Help All Kids Access College—and Graduate!
by

Joe Rottenborn

Executive Director, Mahoning Valley College Access Program (MVCAP)


16. Access Programs, Part 5


The final descriptor of college preparation programs reviewed by Jennifer Lee Schultz and Dan Mueller was that they “Provide financial assistance.” [emphasis in original] As the authors stated, logically, “Students need adequate financial resources in order to attend and complete college. Research has shown that financial aid – especially state funded need-based grants – is positively associated with college enrollment (St. John, Chung, Musoba, Simmons, Wooden, & Mendez, 2004), and students who received financial aid persist in college better than or as well as students who do not receive aid (Hu & St. John, 2001).” (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

Schultz and Mueller specify some of the forms this “financial assistance” can take, stating “Programs can provide financial assistance by sending students on college visits, covering the fees for college entrance exams and applications, and awarding scholarships (Gándara & Bial, 2001).” The authors further noted that, “Although only about half of the programs included in this review provide scholarships, most programs provide students with information and assist students in applying for financial aid.” (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 its 10 years of existence, our Mahoning Valley College Access Program (MVCAP) has provided over 160 last-dollar scholarships—most for $1,000—to help students reduce their “unmet need,” defined as the amount they still have to pay after their expected family contribution (EFC) and all financial aid have been subtracted from their total cost of attendance. In recent years, many--if not most--of our awardees have had EFCs of $0 and unmet need of at least $1,000—and, sometimes, several thousand dollars.

The preceding paragraph illustrates a major difficulty for first-generation college applicants and their parents: understanding how financial aid is determined and awarded by colleges and universities. Indeed, it’s probably safe to say that few understand the process. For that reason, I’ve developed the following simplified discussion, emphasizing key terms (in boldface), which was posted in 2009 on our MVCAP blog. (Links to those original blog posts are provided.)

Let's start with an airplane analogy. Imagine you are flying from, say, Pittsburgh to San Diego. If your flight has 100 passengers, not everyone pays the same fare. Those who purchased tickets 30 days early likely got a discount; those who bought their tickets online probably saved money; and those who waited until the day of the flight to purchase paid the highest price for their seat on the plane. Plus, those who had enough frequent-flier miles flew for free! It's a similar situation for college costs. The price each student (or his/her family) pays per year is often different. Generally, however, three factors largely determine how much you'll pay to attend (i.e., to ride on the college airplane!) These three factors are the "a-b-c" of college financial aid:

a. Financial Need;

b. Grade-Point Average (GPA); and

c. ACT or SAT score(s).

As you’ll soon see, understanding college financial aid is as easy as a-b-c! http://mvcap.blogspot.com/2009/11/1-confused-about-college-financial-aid.html

To start, we'll look at the most important factor related to college financial aid: financial need. Suffice it to say that your conception of your own financial need may have little to do with what a college or university regards as your financial need. And therein lies the confusion, misunderstanding, and frustration experienced by many students and parents: you wonder how the college came up with that! To understand how colleges will view your financial need, we'll address the following six topics:

1. FAFSA (Free Application for Federal Student Aid)

2. SAR (Student Aid Report)

3. EFC (Expected Family Contribution)

4. Financial-Aid Package (put together by the college)

5. Gift- or Merit-Aid (Discounts, Grants, and Scholarships)

6. Self-Help (Loans and Work-Study).Have a good flight! http://mvcap.blogspot.com/2009/11/2-financial-need.html

Perhaps the most important single determiner of your Financial Need for college financial aid is the Free Application for Federal Student Aid, which is most-frequently referred to as the FAFSA. The good news about the FAFSA is that it's free; it is also available at http://www.fafsa.ed.gov/, and you file online. That's about all the good news regarding the FAFSA!


The other news is the FAFSA consists of a form provided by the U.S. federal government's Department of Education to help colleges determine how much a student (and his/her family) can afford to pay per year. A federal formula is used to crunch the numbers you enter. Figures are based on your federal income-tax return for the preceding year. Section 483 of the Higher Education Act of 1965, as amended, requires the U.S. Secretary of Education to "produce, distribute and process free of charge a common financial form to be used to determine the need and elibibility of a student." The FAFSA is that form.


To fill out the FAFSA, the student and parent will need all of the following:

a. Student Social Security card (Contact http://www.sss.gov/ to get one.);

b. Mother's Social Security card (Contact http://www.sss.gov/ to get one.);

c. Father's Social Security card (Contact http://www.sss.gov/ to get one.);

d. Student Driver's License Number;e. Student and parents' 2009 Federal Income Tax Return (IRS Form 1040, 1040 EZ, or 1040 A); and

f. Student and parents' records of untaxed income received in 2009, such as social security benefits, welfare, AFDC benefits, worker's compensation benefits, etc.


The FAFSA contains questions divided into four sections:


SECTION 1--STUDENT INFORMATION: Areas include Student Citizenship Status, Marital Status, Selective Service Registration, Student Aid Eligibility Drug Convictions, Highest school your father completed, and Highest school your mother completed. When a student is online, they can add up to 10 colleges on their FAFSA; these colleges will receive the information from their processed FAFSA. A student is generally able to fill out these items.


SECTION 2--STUDENT DEPENDENCY STATUS: 13 questions are asked; if a student checks (i.e., answers "yes" to) any box (question), he/she will not have to provide parental information: they will be considered "independent" by the FAFSA. If a students checks none of the boxes, they will need to provide parental information in the next section--because they are considered "dependent" by the FAFSA. Note: most students are regarded as "dependent."


SECTION 3--PARENT INFORMATION: (Relates to the parents' income and assets.) Areas include parents' 2009 income tax return, adjusted gross income, other income, additional financial information, and untaxed income.


SECTION 4--STUDENT INFORMATION: (Relates to the student's income and assets.) Areas include student's 2009 income tax return, adjusted gross income, other income, additional financial information, and untaxed income.


Among the most important questions dealing with a student's (and, if married, their spouse's) ability to pay for college are the following:

· In addition to grants, are you interested in student loans (which you must pay back)? Answer "Yes," since you can always decline them later.

· In addition to grants, are you interested in "work-study" (which you earn through work)? Again, answer "Yes," since you can always decline to work later.
· What was your (and spouse's) adjusted gross income for 2009?

· Enter the total amount of your (and spouse's) income tax for 2009.

· How much did you (and spouse) earn from working (wages, salaries, tips, etc.) in 2009?


Among the most important questions asked regarding the student's parents' financial ability to pay are the following:

· What was your parents' adjusted gross income for 2009?

· Enter the total amount of your parents' income tax for 2009.

· How much did your parents earn from working (wages, salaries, tips, etc.) in 2009?


The form requires a student to certify that they understand that "the Secretary of Education has the authority to verify information reported on this application with the Internal Revenue Service and other federal agencies." It also states the penalty for not telling the truth: "If you purposely give false or misleading information, you may be fined $20,000, sent to prison, or both." And you just wanted college financial aid!


The FAFSA is made available after January 1 each year; you should try to submit it by February 1 for priority consideration for financial aid. But to do that, you need to have your income-tax return completed for the previous 12-month period. Thus, you are very busy with the FAFSA during the month of January!


As if filling out and filing the FAFSA isn't taxing enough, some colleges and universities also require students to complete a PROFILE, the financial aid application of the College Board, for non-federal aid. Like the FAFSA, you can complete the PROFILE online (http://profileonline.collegeboard.com/index.jsp). http://mvcap.blogspot.com/2009/11/3-fafsa.html


Once you've filled out and filed the Free Application for Federal Student Aid (FAFSA), you will receive from the U.S. federal government's Department of Education the 2010-2011 Student Aid Report (SAR) Federal Student Aid Programs. The good news about getting the SAR, as it's called, is there's nothing to fill out and it's not too long a document to read. It displays the printed responses you entered for each of the 100+ blanks on the FAFSA. It also tells you if you qualify for a Federal Pell Grant. Finally, it lists what are called Processing Results.


When you file the FAFSA online (at http://www.fafsa.ed.gov/), you can print your own SAR immediately after submitting your information. If you forget to then, you can access and print your SAR later--as long as you remember your personal information number (PIN) and Social Security Number. (To get a PIN, hit http://www.pin.ed.gov/; to get a Social Security Number, click on http://www.sss.gov/ ).


Here's the step-by-step way to go online to print your SAR:


2. On the screen headed "FAFSA on the Web YOUR FREE APPLICATION FOR FEDERAL STUDENT AID," look at the third column of choices, entitled FAFSA Follow-Up. Select the arrow choice Print Student Aid Report.

3. On the screen headed "FAFSA on the Web Print Student Aid Report (SAR)," click on the school year you want the SAR for--probably the 2010-2011 School Year. Click Next.

4. On the screen headed "FAFSA on the Web Print Student Aid Report (SAR)," click Next.

5. On the screen headed "FAFSA on the Web Print Student Aid Report (SAR) Supported Browsers," click Next.

6. On the screen headed "PIN REQUEST & INFORMATION Confirming Your Identity," enter the answer to each of these four questions about your student:

What is your social security number?

What are the first two (2) letters of your last name?

What is your date of birth?

What is your PIN?

Be sure to use the format given in the examples. Now click SUBMIT REQUEST.

7. On the screen headed "STUDENT ACCESS on the Web SAR Transactions," you'll find your Expected Family Contribution (EFC): Bingo!


If you complete and file your FAFSA, you'll usually receive your SAR in less than one month. It will have information on both the front and back sides. On the front side, your EFC will be printed about 4 inches to the right of where the student's name is printed. The last paragraph on the front side will say whether the student is eligible for a Federal Pell Grant. On the back side, your FAFSA responses will be printed on the top 2/3 of the page. On the bottom 1/3, under Procesing Results, your EFC will be printed at the top of the middle column.


The bad news about the SAR provided by the U.S. Department of Education to help colleges determine how much a student (and his/her family) can afford to pay per year is that many students and parents can't make any sense of it! Most important, they don't know where to look for the most important item it gives: the Expected Family Contribution (EFC). That's too bad, because the EFC is used to determine the financial need and eligibility of a student for financial aid. We'll talk about the EFC next.


Suffice it to say now, the SAR is an important document sent directly to the colleges you specified on your FAFSA. They'll use it to determine your financial need and whether you'll qualify for financial aid. http://mvcap.blogspot.com/2009/11/4-sar.html


Now we get to the heart of financial need. Once you've filled out and filed the Free Application for Federal Student Aid (FAFSA) and received back from the U.S. Department of Education the Student Aid Report (SAR), you'll know what the federal government's formula computes your family can contribute for one year to send a student to college. That dollar amount is called your Expected Family Contribution (EFC). We've already discussed where to find your EFC on the SAR; if you forget, you can access the previous paragraphs on the SAR. In a nutshell, however, the EFC on an online SAR will be on the screen headed "STUDENT ACCESS on the Web SAR Transactions," which you can access via http://www.fafsa.ed.gov/. On the printed copy of the SAR, which you received after filing the FAFSA online, your EFC will be printed on the front side about 4 inches to the right of where the student's name is printed. On the back side, it will be on the bottom 1/3, under Procesing Results, at the top of the middle column.


As I've indicated, the EFC is used to determine the financial need and eligibility of a student for financial aid. Here is an explanation of the EFC, according to the U.S. Department of Education's pamphlet, The Student Guide: Financial Aid: "The formula used to calculate your EFC is established by law and is used to measure your family's financial strength on the basis of your family's income and assets." Know that it has nothing to do with what you think your family can afford per year--only what the "federal methodology," as it's called, calculates your ability to pay.


As the federal government's pamphlet also states, "If your EFC is below a certain amount, you'll be eligible for a Federal Pell Grant . . . ." Furthermore, as the pamphlet explains, ". . . Your EFC is used in the following equation to determine your financial need:Cost of Attendance- Expected Family Contribution (EFC)= Financial Need."Put most succinctly, the pamphlet summarizes: "Your financial aid administrator calculates your cost of attendance and subtracts the EFC. If there's anything left over, you're considered to have financial need."


Thus, the EFC is probably the single most important number colleges use to determine your financial need and whether you'll qualify for financial aid. Your EFC will be used by a college to come up with your student's Financial-Aid Package, which we'll discuss next. http://mvcap.blogspot.com/2009/11/5-efc.html


This is what you've been waiting for. The financial-aid package is what the college offers to help a student finance his or her college expenses. As we've said before, the Expected Family Contribution (EFC), listed on the U.S. Department of Education Student Aid Report (SAR) you receive after filing the Free Application for Federal Student Aid (FAFSA), goes a long way toward determining how large your "package" is and what it will contain. At the very least, the EFC makes you eligible for a Federal Pell Grant in your financial-aid package; at the most, the EFC will help establish what your out-of-pocket expenses will be for the year and whether you'll have to borrow money--and the size of such loans to the student or parent.


At many universities, other factors also influence the size and composition of the financial-aid package; among these are a student's grade-point average (GPA), scores on the ACT or SAT, and "special characteristics. Here's a brief comment on each factor--since a more complete discussion will follow:

a. GPA--Generally speaking, the higher the GPA (relative to other students who apply and are admitted to a particular college or university), the better--that is bigger and more free--the financial-aid package will be.

b. ACT or SAT scores--Some colleges will award scholarships (i.e., discount their costs) based on these scores. Typically, ACT scores of at least 30-32 (of 36) and SAT scores of at least 1300-1400 (of 1600) will pay off as students will be awarded more money in grants as opposed to loans.

c. "Special Characteristics"--Included here would be athletic prowess, the ethnicity of an applicant, and particular academic/musical/artistic abilities. Indeed, some colleges and universities use different criteria for admission and financial aid if a student is a recruited athlete or is from an underrepresented group.


Some colleges use a graph with GPA and ACT/SAT scores on the vertical and horizontal axis, respectively. The point at which a student's GPA and test scores intersect determines the amount of their discount or scholarship. Under-represented groups at a particular school may be sought to enhance diversity, so financial-aid packages can be made very attractive. Regarding students having particular abilities, the rarer ones (for example, a virtuoso violinist--who can play in the university's orchestra, which just graduated its first-chair violinist--or someone who has had a book published at age 18) can pay off handsomely in admittance and financial aid.


Next, we'll break down a student's financial-aid package into two types of award: gift-aid and self-help. http://mvcap.blogspot.com/2009/11/6-financial-aid-package.html


Gift-aid is the best kind of financial aid--because a student doesn't have to pay it back! This aid is a gift that reduces the cost of attending a particular college or university. Unfortunately, there never seems to be enough of gift-aid. Nonetheless, there are three types of gift-aid we'll discuss: a) discounts; b) grants; and c) scholarships.


a) Discounts--Until relatively recently, discounts weren't discussed much publicly by colleges. However, discounts were discussed in articles and presentations intended for college admissions and financial-aid personnel. Simply put, a discount is a reduction in the costs--usually, tuition and fees--a student will be charged by a college or university. Consider an automobile analogy: the old adage was "Never pay the sticker price for a new car." Well, with many schools, particularly small, private colleges, the same holds true today. The college will often reduce its costs to enroll your student--depending on how desirable a prospective student the school considers them.


To read Kim Clark's article "Private Colleges Adopt Car Lot Strategy," posted online at U.S. News & World Report on 9/15/10, click this link: http://www.usnews.com/articles/education/paying-for-college/2010/09/15/private-colleges-adopt-car-lot-strategy.html


Why is discounting done? So colleges can enroll the most able students it can. Of course, the most selective universities don't have to discount their tuition and fees because they have more highly-qualified applicants than they can admit already--many of whom are willing to pay "full fare." But less-selective and less well-endowed schools, in competition with other colleges like themselves, use discounting to enroll the students they covet most.


Each college has its own "look-fors" when considering applicants, but most want those with high GPAs in a rigorous high school curriculum as well as high ACT or SAT scores. Some seek high school valedictorians or National Merit Scholars. And for these top students, colleges may be willing to discount their costs significantly.


Why don't schools just reduce tuition "up front," by simply cutting their "sticker price"? Because then applicants who lack high GPAs and test scores but who desire to enroll--and can pay "full fare"--may be admitted to enhance revenue. Sound like a business? Maybe that's why many colleges now call their "Office of Admissions" by the more modern--and, perhaps, more accurate--label of "Enrollment Management."


b) Grants--Grants are reductions in college costs based on the financial need of an applicant--as indicated by their Expected Family Contribution (EFC), derived from their parents' responses on the FAFSA. The best grants are the Federal Pell and state grants based on an applicant's EFC. The lower a student's EFC, the higher their grant can be. In 2009, the maximum Pell Grant awarded was $5,350 per year to a student whose EFC was less than $100. To use the Ohio College Opportunity Grant (OCOG) as an example of a state grant, its maximum in 2009 was approximately $1,008 per year. When you add these two grants together (= $6,358), a student could finance much of his or her tuition and fees at some states' public institutions--if they commuted and did not have to pay the $7,000-$8,000 per year for room and board. The problem with the Pell Grant is it doesn't now cover room and board charges at most public universities and doesn't even come close to paying for tuition and fees--let alone room and board--at nearly all private schools.


c) Scholarships--Scholarships are cuts in college costs based on merit--usually defined as high GPA and ACT or SAT scores. But, you say, that sounds like a discount, which we've already discussed. Ah, you're getting the idea. Many of those "scholarships" students receive from colleges and universities are, in fact, discounts--that is, reductions in costs rather than money going from the school to the student. (Notice here that we're not talking about the scholarships awarded by local organizations or community groups, which are actual money going to the students--and then to the college.) Many colleges have established a whole hierarchy of scholarships: President's, Deans', and department awards are common examples. Some scholarships are actually funded by interest from contributions to the college's endowment (i.e., investment principal) made by the people whose name they commemorate. But many university scholarships--particularly those to, say, "cheerleaders," "class presidents," etc.--are simply cuts in college costs--not "money" the student will receive.


Well, that's "gift aid" in a nutshell. If it sounds "nutty," I can't help it: college financial aid today sometimes does seem crazy! http://mvcap.blogspot.com/2009/11/7-gift-aid.html


Self-help is the "other" kind of financial aid--because a student or parent has to pay it back! We may not like it but colleges expect both students and parents to "help themselves" pay for their higher education--hence, the term "self-help." The most common variety consists of a loan--the four-letter word in college financial aid! Loans, of course, must be repaid (with interest), which results in students' loan-debt.


Another kind of self-help is federal work-study--a job (usually, on campus) offered a student in their financial-aid package for which they are paid (often, minimum wage); students can use this money they earn to pay for some of their college expenses.


The good news about self-help is it may enable a student to attend college now--even though they or their parents don't have enough money today to pay for it. And make no mistake: the price of a college education may be high--and getting higher each year. Thus, self-help is the type of financial aid we love to hate--but, often, couldn't afford to finance a university degree without. http://mvcap.blogspot.com/2009/11/8-self-help.html


Here is a review outline of financial aid. Merit aid is decided by each college or university, based on its own applicant pool. It is usually called a “scholarship”—though, often, it is a discount on the price to be paid. Some common criteria for merit aid include the following:


1. Grade-Point Average (GPA)—“The higher, the better!”

The rigor of courses on a student’s high school transcript is determined by:

a. The more Advanced Placement (AP) courses taken, the more rigorous the curriculum is regarded.

b. The more higher-level courses in math and lab science taken, the more rigorous the curriculum is regarded.


2. Class Rank— “The higher, the better!”

a. The larger a senior class, the more impressive a high class rank is.

b. The higher-achieving a school is, the more impressive a high class rank is.


3. ACT Composite Score— “The higher, the better!”

a. ACT scores range from 0 to 36; the national average is approximately 21.

b. A student’s score is compared to the state and national averages.

c. A score in the 30s put a student’s score in the highest 5% of test-takers.


4. Distinctions in the following areas:

Academic;

Arts; and

Leadership in extracurriculars


5. Under-representation (i.e., a student is from a group whose percentage on campus is less than its percentage nationwide.)


6. Division I recruited athlete—particularly, in a major revenue-producing sport

Note: 1% of all U.S. athletes will receive a Division I “full ride” grant-in-aid. http://mvcap.blogspot.com/2009/11/14-merit-aid.html


Need-based aid is determined by responses on the Free Application for Federal Student Aid (FAFSA), which should be filed online by February 1 and must be filed again each year.


Expected Family Contribution (EFC)—How much the Federal formula calculates a student and parent(s) can pay for college


Types of Financial Aid

1. Grants—do not have to be repaid (“gift aid”); Pell increased by The College Cost Reduction and Access Act (CCRAA), passed by Congress and signed by President Bush.


Federal Pell Grant—If EFC is $0, (maximum) Pell Grant amount is $5,350/yr.—but, if EFC is $4,000 or higher, Pell Grant amount is $0/yr.


Academic Competitiveness Grant (ACG)—A student who completes a rigorous high school curriculum (defined as 4 yrs. English, 3 yrs. math, 3 yrs. science, 3 yrs. social studies, and 1 yr. of a foreign language) can receive an additional Pell grant amount.


Ohio College Opportunity Grant (OCOG)—If EFC is $0 (with a family income level of $75,000/yr.), OCOG is$1,008/yr. at a public college or university$2,256/yr. at a private, non-profit college or university$0/yr. at a private, for profit (proprietary) institution


But, if EFC is $2,191, OCOG is $0.Therefore, if EFC is 0, $5,350 Pell Grant + $1,008 OCOG = $6,358/yr.


2. Federal Work Study—In exchange for work in a campus job, a student gets paid, up to approximately $2,500/yr.


3. Federal LoansFederal Stafford Loan—subsidized (current fixed interest rate is 5.6%, cut by CCRAA on 7/1/08 and, eventually, to 3.4% in July 2011) or unsubsidized (6.8%)


Federal Perkins Loan (current fixed interest rate is 5.0%)


Federal PLUS Loan (Parent Loans for Undergraduate Students)—Parents who qualify can borrow up to the total annual cost minus other aid received, with 10 yrs. to repay; current fixed interest rate is 7.9% (+ fee of up to 4% of loan)


Private Loans—at a higher (9.0+%), often variable, rate of interest http://mvcap.blogspot.com/2009/11/15-need-based-aid.html


How much will a particular college or university cost me? Remember the airplane-flight analogy: on average, 60 different fares per flight!


Each college or university sets its “sticker price.”


Like buying a new car, you may or may not have to pay the “sticker price.”


Determining your Cost at a particular College or University


1. Total Cost of Attendance (C of A)—Which may include the following:

· Tuition and fees—rising by 3-10%/yr.

· Books/Supplies—average $100 per course/yr. (5 courses in Sem. I + 5 courses in Sem. II = 10 courses x $100 = $1,000/yr.)

· Transportation—driving/flying to and from campus; gasoline; parking fees; fares

· Room and Board—vary by college; estimate an additional $7,000/yr.

· Student Health Insurance

· Other Expenses— food & drink; entertainment (games, movies, concerts, cable TV, music downloads, etc.); laundry/dry cleaning; toiletries; internet access; credit-card interest; cell phone (estimate $50/mo. = $600/yr.); decorating dorm room (average $1,200/yr.)


2. Minus Expected Family Contribution (EFC)—Based on your FAFSA responses and the federal methodology

· What was your adjusted gross income for 200_?

· As of today, what is your total current balance of cash, savings, and checking accounts?

· As of today, what is the net worth of your investments, including real estate (not your home)?

· As of today, what is the net worth of your current businesses and/or investment farms? Do not include a farm that you live on and operate.


3. Equals Financial Need (= Aid Eligibility)


4. Minus Federal Pell Grant— to qualify, your EFC must be < $4,000 ($5,350/yr. max)


5. Minus Academic Competitiveness Grant—$750/$1,300/yr.


6. Minus Ohio College Opportunity Grant—up to $1,008/$2,256; to qualify, your EFC must be < $2,200


7. Minus Federal Work Study—generally, up to $2,500/yr. for working up to 20 hrs/wk


8. Minus Merit Aid—any institutional scholarships or discounts


9. Minus Federal Stafford Loan—subsidized/unsubsidized ($5,500/$6,500/$7,500/yr.)


10. Plus Expected Family Contribution (EFC)—Based on FAFSA responses and federal methodology


11. Equals “Out-of-Pocket” Amount—The check you must write--often indicating a “financial-need gap” (unmet need), which may have to be met by a Federal PLUS loan or private loans


12. Calculate “Loan-Debt”—For student and parent(s) Student (Stafford @ fixed 5.6%/yr.; max: $5,500+$6,500+$7,500+$7,500=$27,000; Perkins @ fixed 5%/yr.) Parent (PLUS @ fixed 7.9%/yr.; max: C of A – other aid) http://mvcap.blogspot.com/2009/11/16-how-much-will-college-cost-me.html

Thursday, April 21, 2011

239. Unstack the Odds--Access Programs, Part 4



Unstack the Odds: Help All Kids Access College—and Graduate!

by
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

Wednesday, April 20, 2011

238. Unstack the Odds--Access Programs, Part 3



Unstack the Odds: Help All Kids Access College—and Graduate!
by

Joe Rottenborn

Executive Director, Mahoning Valley College Access Program (MVCAP)


16. Access Programs, Part 3


Accessing college and succeeding there can be a family affair. Indeed, there seems to be an association between family involvement and students’ matriculation—and graduation. Hence, it is understandable that the fourth criterion of college access programs reviewed by Jennifer Lee Schultz and Dan Mueller is Involve and encourage parents/family. [emphasis in original] As those authors indicated, “Students with parents who are knowledgeable about college are more likely to attend college. Effective outreach programs address this predictor by involving parents and other family members, providing college information to parents, and teaching parents how to support their children’s education (Perna, 2002; Corwin et al., 2005; Swail & Perna, 2002).” (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

In their study of culture and outreach initiatives, Octavio Villalpando and Daniel G. Solorzano noted that “For students of color, parent involvement in a college preparation program represents an important way of maintaining a connection with their culture.” Furthermore, they stated: “As Gandara (1995) noted in her longitudinal study of educational mobility among Chicanos, the families and parents of students of color symbolize a powerful cultural representation that often enables students to shape their attitudes and aspirations around a sense of responsibility and commitment to their community.” (Octavio Villalpando and Daniel G. Solorzano, “The Role of Culture in College Preparation Programs: A Review of the Research Literature,” in William G. Tierney, Zoe B. Corwin, and Julia E. Colyar, editors, Preparing for College: Nine Elements of Effective Outreach, Albany, NY: State University of New York Press, 2005, p. 20.) http://www.sunypress.edu/pdf/61028.pdf

Laura J. Horn, Xianglei Chen, and Clifford Adelman used logistic regressions to quantify the importance of parental involvement, stating that “Students whose parents frequently discussed school-related matters with them had more than double the odds of enrolling in a 4-year college (odds ratio=2.17) than students whose parents had little to no discussion with them. Parent discussions—even some discussion—also had a strong effect on increasing the odds of a student attending any postsecondary education (odds ratios 1.57 and 2.45, respectively, for some and much discussion).” (Laura J. Horn, Xianglei Chen, and Clifford Adelman, Toward Resiliency: At-Risk Students Who Make It to College, Office of Educational Research and Improvement, p. 16.) http://www.mprinc.com/products/pdf/toward_resilency.pdf

But involving parents can be challenging—particularly, when a child comes from a low-income family or otherwise underrepresented group. As Laura W. Perna and Michelle Asha Cooper commented in their study, “Nonetheless, although virtually all parents want to promote their children’s educational attainment, low-income parents often are unable to become involved in their children’s education because of economic, social, and psychological barriers (Perna 2005a).” (Laura W. Perna and Michelle Asha Cooper, “Intervening Early and Successfully in the Education Pipeline,” in Reflections on College Access & Persistence: In Honor of the 40th Anniversary of the Higher Education Act, Advisory Committee on Students Financial Assistance, September 2006, p. 47.)

Indeed, Perna and Cooper concluded that “Despite the high apparent prevalence of parental involvement components in early intervention programs, Tierney (2002; Tierney and Auerbach 2005) suggests that parents are only superficially involved, likely because programs often lack the time, funding, staffing, and other resources that are required for more substantial involvement.” In fact, they state that “. . . little is known about the most effective ways to promote parental involvement in early intervention programs (Perna and Titus 2005).” (Laura W. Perna and Michelle Asha Cooper, “Intervening Early and Successfully in the Education Pipeline,” in Reflections on College Access & Persistence: In Honor of the 40th Anniversary of the Higher Education Act, Advisory Committee on Students Financial Assistance, September 2006, p. 48.)

Nonetheless, it seems that if parents are generally supportive of a student’s learning, however, family involvement can occur through other family members—like older brothers or sisters. As Pedro Noguera, a professor of education at New York University, said, “My learning story is this: my parents were by far my most important teachers. They taught me the value of hard work, of honesty and of discipline. They taught me that it is more important to be responsible than to seek honor or recognition. They never understood the workings of college, so they never pressured us about where to apply or what to study. In fact, they could help us very little as we navigated school and undertook the complex process of applying to college (the older siblings did that for the younger ones).” (Pedro Noguera, “My Parents, My Teachers,” in Valerie Strauss, “A story on the power of parents as teachers,” The Washington Post: The Answer Sheet, April 19, 2001.) http://www.washingtonpost.com/blogs/answer-sheet/post/a-story-on-the-power-of-parents-as-teachers/2011/04/19/AFnWzk2D_blog.html

The fifth characteristic of college access programs that Jennifer Lee Schultz and Dan Mueller reviewed was to Help students navigate the college admissions process. [emphasis in original] As the authors succinctly put it, “Research has shown that helping students complete college applications and helping students prepare for entrance exams are important predictors of enrollment (Horn & Chen, 1998).” (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

From the student’s perspective, Horn, Chen, and Adelman indicated “Similarly, getting help with college applications and preparing for entrance exams also remained important predictors of enrollment.” (Laura J. Horn, Xianglei Chen, and Clifford Adelman, Toward Resiliency: At-Risk Students Who Make It to College, Office of Educational Research and Improvement, p. 19.) http://www.mprinc.com/products/pdf/toward_resilency.pdf

In their review of literature, Perna and Cooper indicated “Research suggests that African American students and students with lower incomes are more dependent than other students on high school personnel for college-related knowledge and information (Furstenberg, Cook, Eccles, Elder, and Sameroff 1999; Lareau 1987). The 2004 National Association for College Admissions Counseling (NACAC) Counseling Trends Survey reveals that school counselors are often the primary providers of information about financial aid (Hawkins and Lautz 2005). (Laura W. Perna and Michelle Asha Cooper, “Intervening Early and Successfully in the Education Pipeline,” in Reflections on College Access & Persistence: In Honor of the 40th Anniversary of the Higher Education Act, Advisory Committee on Students Financial Assistance, September 2006, p. 46.)

I know from our 10 years of work with high school advisees in the Mahoning Valley College Access Program (MVCAP) how students can benefit from this assistance. Indeed, helping students file applications by deadlines facilitates their accessing of higher education. In addition, preparing students for the ACT (by taking its practice tests in the allotted time) exposes them to working faster—to say nothing of acquiring “test-wiseness” as they learn the ACT’s format.






Tuesday, April 19, 2011

237. Unstack the Odds--Access Programs, Part 2



Unstack the Odds: Help All Kids Access College—and Graduate!
by
Joe Rottenborn
Executive Director, Mahoning Valley College Access Program (MVCAP)


16. Access Programs, Part 2


The second trait Jennifer Lee Schultz and Dan Mueller examined in their literature review of access programs was to Balance academic support with social support. [emphasis in original] As the two writers indicated, “Research has shown that social support is a predictor of college attendance and completion (Perna, 2000). Social support helps students see college as a realistic option.” (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. 9.) http://www.mncollegeaccess.org/sites/b862decd-72ee-44b5-80f8-4f0ac42e8716/uploads/NorthstarLitReviewWithoutRICFSum_11-06.pdf

Schultz and Mueller also commented on the importance of peer support, stating “Students are more likely to plan to attend college if their friends also plan to enroll (Hossler, Schmit, & Vesper, 1999). Strong social networks help support students’ academic and emotional development, which can influence their likelihood of enrolling in college (Cabrera & La Nasa, 2001).” (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. 9.) http://www.mncollegeaccess.org/sites/b862decd-72ee-44b5-80f8-4f0ac42e8716/uploads/NorthstarLitReviewWithoutRICFSum_11-06.pdf

Next, they recognized the role of mentors in college access programs serving underrepresented advisees. They noted: “In addition to peer support, research has shown that mentors play a key supportive role in helping low-income students overcome obstacles and enroll in college (Levine & Nidiffer, 1996).” (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. 9.) http://www.mncollegeaccess.org/sites/b862decd-72ee-44b5-80f8-4f0ac42e8716/uploads/NorthstarLitReviewWithoutRICFSum_11-06.pdf

A third characteristic of college preparation programs reviewed by Schultz and Miller was that such initiatives “Intervene early.” [emphasis in original] As the authors indicated, “Research has shown that it is critical to intervene early in order to facilitate curricular planning. Researchers recommend that programs begin by eighth grade (Perna, 2002), no later than the ninth grade (Corwin et al., 2005), or well before high school (Levine & Nidiffer, 1996) if possible.” (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

In regard to this characteristic of early intervention, Schultz and Miller found that “Almost all of the programs reviewed begin serving students in ninth grade or earlier, and 40 percent of the programs target students prior to entering high school.” (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






Monday, April 18, 2011

236. Unstack the Odds--Access Programs, Part 1


Unstack the Odds: Help All Kids Access College—and Graduate!

by

Joe Rottenborn

Executive Director, Mahoning Valley College Access Program (MVCAP)


16. Access Programs, Part 1


As Susan Choy stated in her 2002 study, “To make it to a four-year college, students must complete five steps, usually in this order:

• Aspire to college.

• Be academically prepared.

• Take the necessary entrance exams (such as the SAT or ACT).

• Apply to college.

• Enroll.

Students leave the path at each step along the way, but the greatest numbers are lost because they do not aspire to attend a four year college or because they fail to prepare academically.” (Susan P. Choy, Access & Persistence: Findings from 10 Years of Longitudinal Research on Students, American Council on Education, 2002, pp. 11-12.) http://inpathways.net/access.pdf


To assist at-risk students, access programs have been established throughout the United States. By definition, “College preparation programs are aimed at enhancing and supplementing a school’s regular activities to assist primarily low-income, minority youth who might otherwise not be able to attend college.” (William G. Tierney, Zoe B. Corwin, and Julia E. Colyar, editors, Preparing for College: Nine Elements of Effective Outreach, Albany, NY: State University of New York Press, 2005, p. 3.) http://books.google.com/books?hl=en&lr=&id=a9PFfxOPXgcC&oi=fnd&pg=PR7&dq=Corwin,+Colyar,+%26+Tierney,+2005&ots=9Eqbm32W11&sig=fWcIE3txtb3xuE1kjaE5dbmcczs#v=onepage&q&f=false


However, there seems to be no consensus on what constitutes the essential elements of such programs. In a 2005 book of readings analyzing different components of access programs, the editors stated the following: “All activities are not equal and some activities will be more effective than others. Unfortunately, there is very little evaluative data on what works in college preparation programs.” (William G. Tierney, Zoe B. Corwin, and Julia E. Colyar, editors, Preparing for College: Nine Elements of Effective Outreach, Albany, NY: State University of New York Press, 2005, p. 2.) http://books.google.com/books?hl=en&lr=&id=a9PFfxOPXgcC&oi=fnd&pg=PR7&dq=Corwin,+Colyar,+%26+Tierney,+2005&ots=9Eqbm32W11&sig=fWcIE3txtb3xuE1kjaE5dbmcczs#v=onepage&q&f=false


Furthermore, in their review of college access initiatives, Watson Scott Swail and Laura W. Perna concluded “The results of this descriptive study suggest that early intervention programs do not necessarily follow any particular model, but still gravitate to many similar strategies, services, and concepts.” (Watson Scott Swail and Laura W. Perna, “Pre-College Outreach Programs: A National Perspective,” in William G. Tierney and Linda Serra Hagedorn, editors, Increasing Access to College: Extending Possibilities for All Students, Albany, NY: State University of New York Press, 2002, p. 29) http://www.sunypress.edu/pdf/60559.pdf


Jennifer Lee Schultz and Dan Mueller of Wilder Research examined several programs that sought to assist at-risk students in accessing college. Their 2006 review of literature suggested “key features of effective programs.” As they indicated, “. . . the key features discussed here were frequently found in other literature reviews, program evaluations, and studies designed to measure the impacts of contributing factors. Programs with the best evidence for effectiveness, based on this review, contain many of the features highlighted in this section.” (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. 9.) http://www.mncollegeaccess.org/sites/b862decd-72ee-44b5-80f8-4f0ac42e8716/uploads/NorthstarLitReviewWithoutRICFSum_11-06.pdf


It comes as no surprise that the first program feature scrutinized by Schultz and Mueller was that they “Prepare students academically” [emphasis in original]. As the authors noted: “Multiple research studies have concluded that access to a college preparatory curriculum while in high school is the most critical variable for helping students gain access to postsecondary education (Corwin, Colyar, & Tierney, 2005; Cabrera & La Nasa, 2001; Perna, 2000).” (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. 9.) http://www.mncollegeaccess.org/sites/b862decd-72ee-44b5-80f8-4f0ac42e8716/uploads/NorthstarLitReviewWithoutRICFSum_11-06.pdf Indeed, Corwin, Colyar, and Tierney stated that “. . . academic preparation [emphasis added] is crucial to preparing students for college.” (William G. Tierney, Zoe B. Corwin, and Julia E. Colyar, editors, Preparing for College: Nine Elements of Effective Outreach, Albany, NY: State University of New York Press, 2005, p. 8.) http://books.google.com/books?hl=en&lr=&id=a9PFfxOPXgcC&oi=fnd&pg=PR7&dq=Corwin,+Colyar,+%26+Tierney,+2005&ots=9Eqbm32W11&sig=fWcIE3txtb3xuE1kjaE5dbmcczs#v=onepage&q&f=false


Schultz and Mueller also indicated that “It is especially important that students take rigorous mathematics courses during high school, as this was found to be the single greatest predictor of successful college completion (Adelman, 1999). Programs should address teachers’ biases and instill high expectations among school staff as well as among students (Martinez & Klopott, 2002). Additional strategies include providing academic counseling, enrichment, and remediation; teaching study skills; and creating personalized learning environments.” (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. 9.) http://www.mncollegeaccess.org/sites/b862decd-72ee-44b5-80f8-4f0ac42e8716/uploads/NorthstarLitReviewWithoutRICFSum_11-06.pdf

Friday, April 15, 2011

235. Unstack the Odds--To Beat the Odds, Part 5


Unstack the Odds: Help All Kids Access College—and Graduate!

by

Joe Rottenborn

Executive Director, Mahoning Valley College Access Program (MVCAP)

15. To Beat the Odds, Part 5


An important obstacle, of course, in accessing college and achieving success is the cost of a higher education. As Susan Choy stated, “The price of attending college is still a significant obstacle for students from low- and middle-income families, but financial aid is an equalizer, to some degree. Low-income students enroll at the same rate as middle-income students if they take all the necessary steps toward enrollment.” (Susan P. Choy, Access & Persistence: Findings from 10 Years of Longitudinal Research on Students, American Council on Education, 2002, p. 5.) http://inpathways.net/access.pdf


Others agree that financial aid—and a student’s conception of affordability--can help improve access and success. The authors of Reclaiming the American Dream stated the following in their report: “Both applying for financial aid and applying for college loans improve the likelihood a student will obtain a bachelor’s degree. So does a student’s or parent’s attendance at an information session on financial aid benefits. Likewise, students who believe affordability does not affect their choice of college have an improved chance of attaining bachelor’s degrees.” (William Bedsworth, Susan Colby, and Joe Doctor, Reclaiming the American Dream, The Bridgespan Group, October 2006, p. 12.) http://www.nhscholars.org/Documents/ReclaimingAmericanDream.pdf


Unfortunately, many at-risk students don’t access financial aid. According to the 2006 report for The Bridgespan Group, “Half to three-quarters of low-income students don’t apply for aid; they don’t apply for loans; and/or they don’t attend information sessions on postsecondary aid and its availability.” (William Bedsworth, Susan Colby, and Joe Doctor, Reclaiming the American Dream, The Bridgespan Group, October 2006, p. 15.) http://www.nhscholars.org/Documents/ReclaimingAmericanDream.pdf


Often, underrepresented students and their parents may figure college is out of reach for them because they can’t afford it. Sadly, though understandably, this belief can reduce their access and success in college. According to the writers of Reclaiming the American Dream, “factors that affect the perception of affordability also have an effect on rates of matriculation and completion. Low-income students who attended financial aid information sessions and subsequently applied for financial aid were much more likely to attend and complete college, presumably because they understood both the true cost of college and the types of aid available to them. The simple fact is that in order to make college affordable, low-income students need more financial aid.” (William Bedsworth, Susan Colby, and Joe Doctor, Reclaiming the American Dream, The Bridgespan Group, October 2006, p. 22.) http://www.nhscholars.org/Documents/ReclaimingAmericanDream.pdf


Alberto Cabrera and the researchers at Penn State summarized the varying correlation financial aid—and the types of aid—seemed to have with success in college. They concluded the following: “Research into the effect financial aid plays on degree completion is contradictory. Nora (1990), Voorhees (1987), and St. John (1990) found all forms of federal support equally effective in preventing students from dropping out. However, Stampen and Cabrera (1986, 1988) found persistence rates were highest when student aid packages included work-study programs. More recently, Adelman (1999) reported grant-in-aid and loans had a small but positive contribution to the probability of securing a college degree. On the other hand, Astin (1975) found grants and work-study programs had positive effects on persistence, while loans had negative effects when directed to low-income students. St. John's (1991) comprehensive review of 25 years of research on the effect of financial aid led him to conclude reception of financial aid has a positive effect on persistence to graduation regardless of the type of financial aid. He also noted inconstancies could be attributed to methodological problems in terms of analytical models followed, the use of institutional databases versus national databases and levels of controls.” (Alberto F. Cabrera, Kurt R. Burkum and Steven M. La Nasa, Pathways to a Four-Year Degree: Determinants of Degree Completion Among Socio-Economically Disadvantaged Students, Washington, DC: U.S. Department of Education, 2003, p. 25.) http://www.sheeo.org/access/On%20the%20Right%20Path.pdf


The PSU research team also quantified the correlation of various types (e.g., grants, loans) of financial aid and SES with degree completion; they found this: “For all students, receiving grants-in-aid and loans increases chances of completing a 4-year degree. Recipients of grants-in-aid are 7% more likely to earn a degree, while loan recipients are 12%. SES also moderates the impact of financial aid, particularly for loan recipients. Lowest-SES and Middle Low-SES students receiving loans increase their degree completion chances by 16% and 26%, respectively.” (Alberto F. Cabrera, Kurt R. Burkum and Steven M. La Nasa, Pathways to a Four-Year Degree: Determinants of Degree Completion Among Socio-Economically Disadvantaged Students, Washington, DC: U.S. Department of Education, 2003, p. 35.) http://www.sheeo.org/access/On%20the%20Right%20Path.pdf

Thursday, April 14, 2011

234. Unstack the Odds--To Beat the Odds, Part 4


Unstack the Odds: Help All Kids Access College—and Graduate!

by

Joe Rottenborn

Executive Director, Mahoning Valley College Access Program (MVCAP)


15. To Beat the Odds, Part 4


Another correlate of at-risk students who beat the odds to access college and succeed is often the support they receive—from parents, high school staff, and friends. Alberto Cabrera and the Penn State researchers noted this in their 2003 study. As they explained: “Development of degree aspirations as early as the 8th grade, securing high school academic qualifications, applying for college, and successful adjustment to college are related to the extent to which the student receives encouragement from parents, high school personal [sic], and important high school friends (e.g., Cabrera, Nora & Castaneda, 1992; Cabrera & La Nasa, 2001; Flint, 1992; Hossler, Schmitt & Vesper, 1999). This type of encouragement takes different forms, including from motivational support, saving for college, and being involved in school activities (Cabrera & La Nasa, 2001). Encouragement is key for subsequent college enrollment. Perna (2000), for instance, noted that parental involvement in school activities predicts whether the student would enroll at a 4-year college or university following high school graduation.” (Alberto F. Cabrera, Kurt R. Burkum and Steven M. La Nasa, Pathways to a Four-Year Degree: Determinants of Degree Completion Among Socio-Economically Disadvantaged Students, Washington, DC: U.S. Department of Education, 2003, p. 19.) http://www.sheeo.org/access/On%20the%20Right%20Path.pdf


Cabrera, et. al. quantified the correlation of support by parents or friends to a student’s success in college. As they summarized: “Encouragement matters in a student’s chances of getting a college degree. Irrespective of SES, students who received encouragement from parents and friends to pursue a college degree while in high school were more likely to complete this goal. Compared with students whose parents did not encourage them to pursue a college degree, those who did receive parental encouragement increased their chance of degree completion by 5%. The impact of high school peer encouragement is similar, increasing degree completion chances by 6%. (Alberto F. Cabrera, Kurt R. Burkum and Steven M. La Nasa, Pathways to a Four-Year Degree: Determinants of Degree Completion Among Socio-Economically Disadvantaged Students, Washington, DC: U.S. Department of Education, 2003, p. 20.) http://www.sheeo.org/access/On%20the%20Right%20Path.pdf


Importantly, whether a student’s friends were headed for college seemed to correlate with their own matriculation. According to the authors of the 2006 report Reclaiming the American Dream, “In the general category of culture and social supports, the factor most likely to bump up a student’s odds of completing college was having a significant portion of friends who were also planning to attend college. [emphasis added] Having friends who “value learning” also improves the odds, although the effects are less pronounced. These findings reinforce the views of the American Council on Education, which reports that students are four times more likely to enroll in college if a majority of their friends also plan to attend than if their friends do not. Put simply, cohorts of students matter.” (William Bedsworth, Susan Colby, and Joe Doctor, Reclaiming the American Dream, The Bridgespan Group, October 2006, p. 11.) http://www.nhscholars.org/Documents/ReclaimingAmericanDream.pdf As Susan Choy concluded in that ACE report of 2002, “More at-risk students apply to college if their friends plan to go.” (Susan P. Choy, Access & Persistence: Findings from 10 Years of Longitudinal Research on Students, American Council on Education, 2002, p. 5.) http://inpathways.net/access.pdf


The Penn State researchers also linked and quantified support with a student’s SES; they noted: “Our analysis of the 1982 High School Class reveals that a student’s likelihood to receive encouragement to secure a college degree from parents, high school personnel, and high school friends was related to his/her socioeconomic background. As a whole, Highest-SES students received more encouragement, while the reverse is true for Lowest-SES students. [emphasis added] This encouragement-SES association ranged from .13 to .248. Ninety three percent of Highest-SES students reported their parents encouraged them to pursue a college degree. In contrast, 69% of Lowest-SES students were similarly encouraged. While 77% of Highest-SES students reported encouragement from high school professionals, only 61% of Lowest-SES students reported receiving this sort of encouragement. The SES-based encouragement gap is even more pronounced when encouragement originates from high school friends. Less than 50% of Lowest-SES students were encouraged by their high school friends to earn a college degree, whereas over three-fourths of Highest-SES students were encouraged by their friends to become a college graduate. Given the connection between encouragement and success in college, this SES-encouragement association is troublesome.” (Alberto F. Cabrera, Kurt R. Burkum and Steven M. La Nasa, Pathways to a Four-Year Degree: Determinants of Degree Completion Among Socio-Economically Disadvantaged Students, Washington, DC: U.S. Department of Education, 2003, p. 20.) http://www.sheeo.org/access/On%20the%20Right%20Path.pdf


Interestingly, as for parental supports, the correlational evidence was less strong. Indeed, according to Reclaiming the American Dream, “By contrast, only one of four parental supports was statistically significant: the parent and student visiting at least one college together. [emphasis added] Unlike other forms of parental support, such as checking homework, encouraging students to take the SAT or ACT, and discussing college applications, campus visits appear to make college and its accessibility much more tangible.” (William Bedsworth, Susan Colby, and Joe Doctor, Reclaiming the American Dream, The Bridgespan Group, October 2006, p. 11.) http://www.nhscholars.org/Documents/ReclaimingAmericanDream.pdf


One demographic fact not supportive of a student’s matriculation and graduation involved their own parental responsibility. Simply put, if they were a parent, their chances of access and success were reduced. As Clifford Adelman had stated in his report: “Socioeconomic status had a modest and diminishing association with bachelor’s degree attainment. Minority status had a modest negative association until performance (first-year performance and continuing performance) was taken into account, at which point it had no effect Gender had no effect at any stage of the model. The only demographic variable to have a strong (and in this case, negative) association with degree completion was becoming a parent by age 20.” (Clifford Adelman, The Toolbox Revisited: Paths to Degree Completion From High School Through College, Washington, DC: U.S. Department of Education, 2006. p. 6.) http://www2.ed.gov/rschstat/research/pubs/toolboxrevisit/toolbox.pdf


The researchers at Penn State University quantified the correlation of being a parent on a student’s likelihood of transferring from a 2-year program to a 4-year school as follows: “For all students, having children before completing a college degree reduces their chances to transfer to a 4-year institution by 19%. Among Lowest-SES students, this effect is about 14%.” (Alberto F. Cabrera, Kurt R. Burkum and Steven M. La Nasa, Pathways to a Four-Year Degree: Determinants of Degree Completion Among Socio-Economically Disadvantaged Students, Washington, DC: U.S. Department of Education, 2003, p. 16.) http://www.sheeo.org/access/On%20the%20Right%20Path.pdf


Cabrera and the PSU researchers also quantified a student’s SES with becoming a parent while seeking a college degree. As they stated: “Having children while attending college has been identified out as another risk factor for persisting in college to degree completion. Nora, Cabrera, Hagedorn, and Pascarella (1996) reported family responsibilities had the effect of competing with the academic and social components of the institution, thereby lessening a student’s engagement in the college experience, intellectual development, and subsequent persistence. Adelman (1999) adds that having children while attending college lessens one’s chances of completing a college degree within ten years upon high school graduation. While the above findings are true for all students, the extent to which this atrisk behavior is present among Lowest-SES students has not been examined. For our student population, we find Lowest-SES are indeed more prone to having children while attending college. Twenty four percent of Lowest-SES students reported having at least one child by age 23. This number is 18%, 11%, and 5% greater than the ones reported by Highest-SES, Middle-High SES, and Middle-Low SES students, respectively.” (Alberto F. Cabrera, Kurt R. Burkum and Steven M. La Nasa, Pathways to a Four-Year Degree: Determinants of Degree Completion Among Socio-Economically Disadvantaged Students, Washington, DC: U.S. Department of Education, 2003, p. 26.) http://www.sheeo.org/access/On%20the%20Right%20Path.pdf


Finally, the Penn State research team examined the correlation of becoming a parent and degree completion. They quantified that correlation with graduation for students of various SES designations, as follows: “Incurring parental responsibilities while pursuing a college degree hampers ones chances of degree completion by 23%. This negative effect is felt most by Highest-SES students for whom having children by age 23 decreases their degree completion chances by 48%. (Alberto F. Cabrera, Kurt R. Burkum and Steven M. La Nasa, Pathways to a Four-Year Degree: Determinants of Degree Completion Among Socio-Economically Disadvantaged Students, Washington, DC: U.S. Department of Education, 2003, p. 31.) http://www.sheeo.org/access/On%20the%20Right%20Path.pdf