Tag Archives: Community Colleges Address Financial Barriers to Success For Low-income Students

American Association of Community Colleges report: Community colleges are an education bargain

22 Feb

Going to a community college is one way to reduce the cost of college. The Lumina Foundation provides the following statistics:

◦ Forty-six percent are 25 or older, and 32 percent are at least 30 years old. The average age is 29.
◦ Fifty-eight percent are women.
◦ Twenty-nine percent have annual household incomes less than $20,000.
◦ Eighty-five percent balance studies with full-time or part-time work. More than half (54 percent) have full-time jobs.
◦ Thirty percent of those who work full time also attend classes full time (12 or more credit hours). Among students 30-39 years old, the rate climbs to 41 percent.
◦ Minority students constitute 30 percent of community college enrollments nationally, with Latino students representing the fastest-growing racial/ethnic population.
Source: The American Association of Community Colleges, based on material in the National Profile of Community Colleges:Trends & Statistics, Phillippe & Patton, 2000.

Many of those attending community college will need a variety of assistance to be successful in their academic career

Tyler Kingkade reported in the Huffington Post article, Community College Pays Off Too, Report Shows:

For every dollar a student spends on community college, they can expect a cumulative $4.80 back in higher future wages, according to a recent report.
The report, by the American Association of Community Colleges, concluded every tax dollar that goes into a community college education, yields a cumulative return of $6.80 over the course of students’ careers. Federal, state, and local governments will collect an additional $285.7 billion in higher tax receipts, and tax payers will save $19.2 billion over the course of students’ careers because their better lifestyles will lead to lower health care costs, reduced crime and lower need for safety net programs.
Community colleges served 11.6 million students in 2012, the year of data this report reviewed, representing 42 percent of the American collegiate population.
Although the report was released by a group representing community colleges, it falls in line with other recent studies showing associate’s degrees do pay off in the long run. According to an analysis by Hamilton Place Strategies, it will be “more attractive to get an associate’s degree, rather than a bachelor’s degree, in 2065,” if current cost trends continue….
The report was prepared by Economic Modeling Specialists International, and based on data from the U.S. Bureau of Labor Statistics and U.S. Census Bureau, outputs of EMSI’s Social Accounting Matrix model. http://www.huffingtonpost.com/2014/02/20/community-college-pays-off-report_n_4818845.html?utm_hp_ref=email_share

Here is the press release from the American Association of Community Colleges:

Report: The Economic Impact of Community Colleges
Community Colleges Contributed $809 Billion to Economy in 2012
The American Association of Community Colleges (AACC) released a report, “Where Value Meets Values: The Economic Impact of Community Colleges,” showing that community colleges are a boon to the American economy at large and to the individual student.
In 2012 alone, the net total impact of community colleges on the U.S. economy was $809 billion in added income, equal to 5.4 percent of GDP. Over time, the U.S. economy will see even greater economic benefits, including $285.7 billion dollars in increased tax revenue as students earn higher wages and $19.2 billion in taxpayer savings as students require fewer safety net services, experience better health, and lower rates of crime.
Students also see a significant economic benefit. For every one dollar a student spends on his or her community college education, he or she sees an ROI of $3.80.
Please access the links below to read more:
Where Value Meets Values: The Economic Impact of Community Colleges (Full Report) http://www.aacc.nche.edu/About/Documents/USA_AGG_MainReport_Final_021114.pdf
Where Value Meets Values: The Economic Impact of Community Colleges (Executive Summary) http://www.aacc.nche.edu/About/Documents/USA_AGG_ExecSum_Final_021114.pdf
Economic Impact Study Fact Sheet http://www.aacc.nche.edu/About/Documents/USA_AGG_FactSheet_Final_021114.pdf
Return on Investment: Social http://www.aacc.nche.edu/About/Documents/USA_AGG_Social_Final_021114.pdf
Return on Investment: Student http://www.aacc.nche.edu/About/Documents/USA_AGG_Student_Final_021114.pdf
Return on Investment: Taxpayer http://www.aacc.nche.edu/About/Documents/USA_AGG_Taxpayer_Final_021114.pdf
The study was compiled by Economic Modeling Specialists Intl., (EMSI). EMSI turns labor market data into useful information that helps organizations understand the connection between economies, people, and work. Read more about EMSI.

Here is a portion of the executive summary which deals with the economic impact of community colleges:

The economic impact analysis examines the impact of America’s commu¬nity colleges and their students on the national economy in 2012. Results are measured in terms of added income and are organized according to the following effects:
1. Impact of the increased productivity of former community college students employed in the U.S. workforce, and;
2. Impact of international student spending.

IMPACT OF STUDENT PRODUCTIVITY
The greatest impact of America’s community colleges results from the education and training they provide to U.S. residents. Since the colleges were established, students have studied at the colleges and entered the workforce with new skills. Today millions of former students are employed in the U.S workforce.
During the analysis year, former students of America’s community col¬leges generated $806.4 billion in added income in the U.S. economy. This figure represents the higher wages that students earned during the year,
EXECUTIVE SUMMARY
IMPACT OF STUDENT PRODUCTIVITY
The greatest impact of America’s community colleges results from the education and training they provide to U.S. residents. Since the colleges were established, students have studied at the colleges and entered the workforce with new skills. Today millions of former students are employed in the U.S workforce.
During the analysis year, former students of America’s community col¬leges generated $806.4 billion in added income in the U.S. economy. This figure represents the higher wages that students earned during the year, the increased output of the businesses that employed the students, and the multiplier effects that occurred as students and their employers spent money at other businesses.
IMPACT OF INTERNATIONAL STUDENT SPENDING
Approximately 1.3% of students attending America’s community colleges in 2012 were international students. These students paid approximately $1.2 billion to the community colleges to cover the cost of tuition, fees, books, and supplies. The colleges in turn injected these monies into the U.S. economy through their payroll and purchases. The net impact of these transactions was $1.5 billion in new income added to the U.S. economy.
The living expenses of international students also supported U.S. businesses. In 2012, international students spent $1.2 billion to purchase groceries, rent accommodation, pay for transportation, and so on. The net impact of these expenses was $1.1 billion in added income.
Altogether, international student spending added a total of $2.6 billion in income to the U.S. economy.
TOTAL IMPACT
The overall effect of America’s community colleges on the national economy in 2012 amounted to $809 billion, equal to the sum of the stu¬dent productivity effect and the international student spending effect. This added income is equal to approximately 5.4% of the nation’s Gross Domestic Product…. http://www.aacc.nche.edu/About/Documents/USA_AGG_ExecSum_Final_021114.pdf
Ashley Marchand writes in the Chronicle of Higher Education about strategies which can help community college students succeed.
In 6 Strategies Can Help Entering Community-College Students Succeed, Marchand reports:
The six benchmarks listed in the report offer staff members and administrators ideas about how to help more students stay in college and graduate or transfer. They are fostering “college readiness” programs for high-school students, connecting early with students, encouraging faculty and staff members to have high expectations for students, providing a clear academic path, engaging students in the learning process, and maintaining an academic and social-support network. http://chronicle.com/article/6-Strategies-Can-Help-Entering/64871/
In the article, Community Colleges Address Financial Barriers to Success For Low-income Students which was published in the Sacramento Bee, student challenges were addressed :
Of the close to 8 million credit students annually attending community colleges, 46% currently receive some form of financial aid (state, federal, or institutional). The additional benefits the students might access through BACC include a range of federal programs, such as those that provide health insurance, food, and child care. Such support services are especially critical for community college students, many of whom juggle work, studies, and family responsibilities. http://www.sacbee.com/2012/02/08/4248177/community-colleges-address-financial.html

Given the numbers of students attending community college and the population demographic, more must be done to help this students graduate.

Related:

Helping community college students to graduate https://drwilda.com/2012/02/08/helping-community-college-students-to-graduate/

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Helping community college students to graduate

8 Feb

Tamar Levin of the New York Times reported on the trend of community colleges offering four year degrees in the 2009 article, Community Colleges Challenge Hierarchy With 4-Year Degrees More people are switching careers several times during their working career and that means that they must be retrained. Many students cannot afford a traditional four year college either in terms of cost or time spent away from home. Community colleges have always offered these students educational opportunity. See, Robert Franco’s The Civic Role of Community Colleges: Preparing Students for the Work of Democracy

Community colleges were created to democratize both American higher education and the students who came through their open doors (Brint and Karabel 1989; Gleazer 1994). However, some observers have argued that community colleges have become overly focused on diverting students into low- and mid-level occupations and that they have not played a major role in transforming perpetuated structures of inequality. With a rapid growth trajectory, America’s 1,166 community colleges now serve increasingly diverse populations. Community college leaders need to recommit to three essential missions: developing strong transfer programs that provide students with equal educational opportunities; preparing students for twenty-first century careers; and preparing students for the work of democracy in the world’s dominant democracy. Service-learning is the leading pedagogy that community colleges can employ to achieve these missions and truly become civically engaged campuses in the communities they serve.

Daniel de Vise has a great article in the Washington Post, 25 Ways to Reduce the Cost of College which reports online information from the Center for College Affordability and Productivity. Going to a community college is one way to reduce the cost of college.

The Lumina Foundation provides the following statistics:

  • Forty-six percent are 25 or older, and 32 percent are at least 30 years old. The average age is 29.
  • Fifty-eight percent are women.
  • Twenty-nine percent have annual household incomes less than $20,000.
  • Eighty-five percent balance studies with full-time or part-time work. More than half (54 percent) have full-time jobs.
  • Thirty percent of those who work full time also attend classes full time (12 or more credit hours). Among students 30-39 years old, the rate climbs to 41 percent.
  • Minority students constitute 30 percent of community college enrollments nationally, with Latino students representing the fastest-growing racial/ethnic population.

Source: The American Association of Community Colleges, based on material in the National Profile of Community Colleges:Trends & Statistics, Phillippe & Patton, 2000.

Many of those attending community college will need a variety of assistance to be successful in their academic career.

Jennifer Gonzalez reports in the Education Week article, Multiyear Study of Community-College Practices Asks: What Helps Students Graduate?

The first of three reports, “A Matter of Degrees: Promising Practices for Community College Student Success” was released last week. It draws attention to 13 strategies for increasing retention and graduation rates, including fast-tracking remedial education, providing students with experiential learning, and requiring students to attend orientation.

The strategies specified in the report are not new. In fact, many of them can be found at two-year colleges right now. But how well those strategies are working to help students stay in college and graduate is another matter. The report found peculiarities among responses on similar topics, suggesting a disconnect between institutions and students, while also raising questions about how committed institutions are to their own policies and programs.

For example, 74 percent of students said they were required to take academic-placement tests, but only 28 percent said they used materials or resources provided by the college to prepare for those tests. While 44 percent of participating colleges report offering some sort of test preparation, only 13 percent make test preparation mandatory, the report said.

Also, 42 percent of part-time students and 19 percent of full-time students work more than 30 hours per week. More than half care for dependents. But only 26 percent of entering students reported that a college staff member counseled them about how many courses to take while balancing commitments outside of class.

Colleges need to figure out a way to better align their programs and policies with the needs and realities of their students, Ms. McClenney says. The report found a sizable gap between the percentage of students who plan to graduate and those who actually do, suggesting that what colleges think works may not be helping retain and graduate students. In fact, fewer than half (45 percent) of entering community-college students actually graduate with either a certificate or associate degree within six years after enrolling at an institution, according to the report….

Requiring Success

This is the first time that the research organization has analyzed data from four surveys and combined the results into a multiyear project. The responses came from the Community College Survey of Student Engagement, the Survey of Entering Student Engagement, the Community College Faculty Survey of Student Engagement, and the newly created Community College Institutional Survey….

A major stumbling block for community-college students is remedial education. Many students languish in those reading, writing, or math classes and eventually drop out, curtailing their transfer or graduation plans. The problem is especially acute among minorities and low-income students.

But the report says that among institutions that have accelerated or fast-tracked remedial courses, only 13 percent require students to enroll in those courses. That’s a missed opportunity, because earlier research suggests that students who take those intensive classes perform equally as well as, or better than, students in traditional remedial education.

The report found similar results regarding orientation services, which include providing students with information on navigating the library and finding support services such as academic and mental-health counseling. Previous research shows that participation in orientation leads to greater use of support services and improved retention of at-risk students, the report says. However, among colleges that offer orientation programs, only 38 percent report that they require it for all first-time students.

http://chronicle.com/article/Community-College-Study-Asks-/130606/

Ashley Marchand writes in the Chronicle of Higher Education about strategies which can help community college students succeed.

In 6 Strategies Can Help Entering Community-College Students Succeed, Marchand reports:

The six benchmarks listed in the report offer staff members and administrators ideas about how to help more students stay in college and graduate or transfer. They are fostering “college readiness” programs for high-school students, connecting early with students, encouraging faculty and staff members to have high expectations for students, providing a clear academic path, engaging students in the learning process, and maintaining an academic and social-support network. http://chronicle.com/article/6-Strategies-Can-Help-Entering/64871/

In the article, Community Colleges Address Financial Barriers to Success For Low-income Students which was published in the Sacramento Bee:

Of the close to 8 million credit students annually attending community colleges, 46% currently receive some form of financial aid (state, federal, or institutional). The additional benefits the students might access through BACC include a range of federal programs, such as those that provide health insurance, food, and child care. Such support services are especially critical for community college students, many of whom juggle work, studies, and family responsibilities. http://www.sacbee.com/2012/02/08/4248177/community-colleges-address-financial.html

Given the numbers of students attending community college and the population demographic, more must be done to help this students graduate.

Dr. Wilda says this about that ©