Despite decades of substantial investments by the federal government, state governments, colleges and universities, and private foundations, students from low-income families as well as racial and ethnic minority groups continue to have substantially lower levels of postsecondary educational attainment than individuals from other groups. The State of College Access and Completion draws together leading researchers nationwide to summarize the state of college access and success and to provide recommendations for how institutional leaders and policymakers can effectively improve the entire spectrum of college access and completion. Springboarding from a seminar series organized by the Advisory Committee on Student Financial Assistance, chapter authors explore what is known and not known from existing research about how to improve student success. This much-needed book calls explicit attention to the state of college access and success not only for traditional college-age students, but also for the substantial and growing number of "nontraditional" students. Describing trends in various outcomes along the pathway from college access to completion, this volume documents persisting gaps in outcomes based on students’ demographic characteristics and offers recommendations for strategies to raise student attainment. Graduate students, scholars, and researchers in higher education will find The State of College Access and Completion to be an important and timely resource.

Closing the achievement gap depends on highly effective public schools, strong community support, and family involvement. Raising the overall rates of achievement in Minnesota is a vital part of this goal. Research has shown that pre-college outreach programs improve college access for underrepresented groups, including low-income, first-generation, and minority students. The most effective programs do this by promoting college awareness and attendance, improving academic skills, building student self-esteem, and providing role models. One study found that such programs can nearly double the odds of college enrollment for moderate- to high-risk students. Key features of an effective outreach program are discussed in this paper. [This briefing paper presents highlights of the report "Increasing postsecondary enrollment: A literature review of the effectiveness of outreach programs" with additional information from Perna's "Improving the transition from high school to college in Minnesota".].

Publisher Description

At a time when college enrollment rates for low income and under-represented students are far below those of non-minority students, policies and practices designed to increase access should be a priority for colleges, universities, high schools, and community agencies. Increasing Access to College examines pre-college enrichment programs that offer a specific and immediate remedy.

Amid changing economic and social contexts, radical changes have occurred in public higher education policies over the past three decades. Public Policy and Higher Educationprovides readers with new ways to analyze these complex state policies and offers the tools to examine how policies affect students’ access and success in college. Rather than arguing for a single approach, the authors examine how policymakers and higher education administrators can work to inform and influence change within systems of higher education using research-based evidence along with consideration of political and historical values and beliefs. Special Features: Case Studies—allow readers to examine strategies used by different types of colleges to improve access and retention. Reflective Exercises—encourage readers to discuss state and campus context for policy decisions and to think about the strategies used in a state or institution. Approachable Explanations—unpack complex public policies and financial strategies for readers who seek understanding of public policy in higher education. Research-Based Recommendations—explore how policymakers, higher education administrators and faculty can work together to improve quality, diversity, and financial stewardship. This textbook is an invaluable resource for graduate students, administrators, policymakers, and researchers who seek to learn more about the crucial contexts underlying policy decisions and college access.

Double the Numbers explores policies that are likely to serve as building blocks in any "next phase" of education reform that tackles the dual problems of high school completion and postsecondary access and success. Only 25 percent of the U.S. high school students complete any college degree. Among African American youth, only 18 percent earn a baccalaureate by age twenty-nine. For Hispanic Americans, the figure is a mere 10 percent. The United States urgently needs to address this problem. For reasons of intellectual and professional opportunity, economic efficiency, and social equity, the nation must do a better job of preparing young people not only to enter college, but also to earn credentials that are key to professional and economic success. Double the Numbers highlights emerging strategies--at state, district, and school levels--for improving postsecondary outcomes. High schools pose special challenges in this regard: how to motivate older adolescents in school settings; how to overcome the rigidities of high school schedules and routines; how to prepare students for smooth transitions to postsecondary learning and success. This book explores policies that are likely to serve as building blocks in any "next phase" of education reform that tackles the dual problems of high school completion and postsecondary access and success. The contributions from many of the leading figures in education reform, such as Kati Haycock, Robert Schwartz, and Marc Tucker, address these issues from a number of distinct perspectives. The authors propose changes in the designs fo high schools and colleges--innovations that could overcome the discontinuities, perverse incentives, and inflexibilities of existing educational institutions. They focus on state policy because to double the number of students attaining postsecondary credentials within a decade will require aggressive innovation by states. Finally, they consider how oppoortunities and outcomes vary by race, ethnicity, and gender, and they look at the implications of these variations for policy and practice.