Access Programs on the Rise
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Transcript of Access Programs on the Rise
Access Programs on the Rise Access Programs on the Rise
A Dialogue on Pipelines that Remove A Dialogue on Pipelines that Remove Barriers to and through Post Secondary Educational Barriers to and through Post Secondary Educational
OpportunitiesOpportunities
Barry Simmons, Director, Office of University Scholarships and Financial Barry Simmons, Director, Office of University Scholarships and Financial Aid, Virginia Polytechnic Institute and State University, VAAid, Virginia Polytechnic Institute and State University, VA
Yvonne Hubbard, Director, Student Financial Services, University of Virginia, Yvonne Hubbard, Director, Student Financial Services, University of Virginia, VAVA
Nicole Hurd, Director of the College Guide Program, University of Virginia, Nicole Hurd, Director of the College Guide Program, University of Virginia, VAVA
Carolyn Lee, Chief Operating Officer, Fulfillment Fund, CA Carolyn Lee, Chief Operating Officer, Fulfillment Fund, CA
The College BoardThe College BoardForum 2006Forum 2006San Diego, CA San Diego, CA
Program Creation Process
1. Determine/Goal Outcome
– What do you want to do?
– Why?
– Target
2. Build Conceptual Framework
– Product
– Delivery Channels
– Interested/Impacted Parties
3. Secure Funding
– Public
– Private
– Creative
4. Develop Infrastructure
– Program Framework/Elements
– Staffing/Space/Budget
– IT Support
– Communications/Publicity/Audience
– Institutional Sanction
– External Sanction
5. Implement Infrastructure
– Training
– Event Planning
– Oversight
– Adjustments
– Coordination
– Delivery
6. Evaluate Infrastructure Outcomes
– Formal/Informal
– Internal/External
– Quantitative/Qualitative
– Feedback Loop – Cybernetic
– Cycle
– Distribution
Program Creation Process
Determine/Goal Outcome
– What do you want to do?
– Why?
– Target
Program Creation Process
Build Conceptual Framework– Product– Delivery Channels– Interested/Impacted Parties
Program Creation Process
Secure Funding– Public– Private– Creative
Program Creation Process
Develop Infrastructure– Program Framework/Elements– Staffing/Space/Budget– IT Support– Communications/Publicity/Audience– Institutional Sanction– External Sanction
Program Creation Process
Implement Infrastructure– Training– Event Planning– Oversight– Adjustments– Coordination– Delivery
Program Creation Process
Evaluate Infrastructure Outcomes– Formal/Informal– Internal/External– Quantitative/Qualitative– Feedback Loop – Cybernetic– Cycle– Distribution
THE BASICS: AccessUVa
• 100% of Need Met
• All Grants To Low-Income
• Loan Cap on Need-based loans
• Financial Literacy
Low-Income Students Attend Postsecondary at Lower RatesAchievement Level (in quartiles)
Low-Income
High-Income
First (Low) 36% 77% Second 50% 85% Third 63% 90% Fourth (High) 78% 97%
Source: NELS: 88, Second (1992) and Third Follow up (1994); in, USDOE, NCES, NCES Condition of Education 1997 p. 64
2001 by The E
ducation Trust, Inc.
University of VirginiaNumber of Pell Recipients
1000
1100
1200
1300
1400
1500
1600
FY1995
FY1996
FY1997
FY1998
FY1999
FY2000
FY2001
FY2002
FY2003
40%
50%
60%
70%
80%
90%
100%
1992-1993
1993-1994
1994-1995
1995-1996
1996-1997
1997-1998
Total need met Need met by grants Poly. (Need met by grants)
Meeting Need
Meeting our Goals For
Meeting Need
40%
50%
60%
70%
80%
90%
100%
1995-1996
1996-1997
1997-1998
1998-1999
1999-2000
2000 -2001
2001 -2002
2002 -2003
2003 -2004
Total need met Middle Income Need Met
Need met by grants MI - Need Met by Grants
Partnerships
AccessUVA
CoordinatorsStudent Financial Services
University RelationsAdmission Office
Assistant VP for University Relations
Dean of Undergraduate Admissions
Director of Student Financial Services
Assistant VP for Finance
Dean ofArts & Sciences
Center for Undergraduate Excellence
State Governmental Relations
VP for Finance
Director of the Budget
President’s Chief of Staff
VP forStudent Affairs
Assistant Dean Arts & Sciences
Assistant VP for University Relations
Assistant VPManagement & Budget
Dean ofStudents
Senior VP for DevelopmentAnd Public Affairs
DirectorInstitutional Assessment
Board of Visitors President’s OfficePublic Service
& Outreach
Orgins
• In fall of 2003, President Casteen asked VP for Finance to develop comprehensive need-based aid program proposal
• Proposal with philosophy and business analysis submitted to Board of Visitors in January 2004
• Board of Visitors approved resolution in February 2004-authorizng comprehensive financial aid program with the financial commitment.
Preparing for Implementation • Simplify the message – and make it memorable • Experts needed
• Financial Aid Administrators – Discuss philosophy and develop policy
• Communicating AccessUVA– Plan and implement marketing campaign
• Financial Model– Establish projections for budget development
• METRICS! Have a theory – and gather statistics to show results
Issues• Recruiting Issues:
– Entering class of 2006 – • More applicants from low income families• Fewer offered admissions – not academically
prepared– Early Identification
• Special Services– Assistance with financial aid – in all its
complexity – To ensure that EVERY STUDENT receives
and award letter
Issues
– Early Identification• Admissions
– Assistance with visits to the University
– To be aware of personal circumstances
– To provide ‘consideration’
Issues• Retention issues:
– Special needs of more first generation students– Traditional UVa experience vs 'Live at home', live
cheaper. – Debt, working hours, and the well equipped, and
not-so-well equipped University
• Non-traditional students: Office hours, language concerns, attracting and holding a diverse workforce.
• Expanded educational opportunities: Can we afford to ensure all students have access to summer, J-Term, S@S, internships, etc. How important are these? How committed are we that students should participate?
Issues
• Changing Role of the Financial Aid Office:
– Not just about the money
– Not just about UVa
– The financial aid process – difficult, complicated – how can we help each other out? What are the commonalities. How do we contine to identify students using a methodology that uses AGI as a measure of financial strength.
– Facilitation – ensuring that all students have a chance to receive an award letter and understand that letter and its implications.
– Education - how to manage the funds they receive, how to plan, budget
– Oversight and Intervention
Program Creation ProcessVT FUNDS FOR THE FUTURE
Determine/Goal Outcome– What do you want to do?
• Impact the largest number of students possible
– Why?• Resources limit funding possibilities while
moderate incomes often neglected
– Target• Low to moderate income students
Program Creation ProcessVT FUNDS FOR THE FUTURE
Build Conceptual Framework– Product
• Need-based grant aid tied to tuition increases
– Delivery Channels• Normal financial aid application process
– Interested/Impacted Parties• Students and their families• Policy makers• University administrators---resources
Program Creation ProcessVT FUNDS FOR THE FUTURE
• Secure Funding– Public
• Unfunded/discount
– Private• Opportunity for alumni/friends giving• Opportunity for foundation participation
– Creative• Opportunity for leveraging through challenge grants• Opportunity to leverage academic college/departmental
funds to need-based
Program Creation ProcessVT FUNDS FOR THE FUTURE
Develop Infrastructure– Program Framework/Elements
• Use existing framework• Determine any additional program elements
– Staffing/Space/Budget• Anticipate increased inquiry and processing
– IT Support• Increased web hits/capacity• Multiple production cycles
Program Creation ProcessVT FUNDS FOR THE FUTURE
Develop Infrastructure---continued
Communications/Publicity/Audience• Web site development---roll out• Other media• News release
– Institutional Sanction• Administration buy-in• Academic buy-in• Support buy-in
– External Sanction• Policy makers• Parents• Alumni/friends• Secondary school administrators
Program Creation ProcessVT FUNDS FOR THE FUTURE
Implement Infrastructure– Training
• Front end staff, IT staff, counseling staff, QA staff
– Event Planning• Grand announcement/news conference
– Oversight• Budgetary monitoring, qualification monitoring
– Adjustments• Public information/web/publications/front end
Program Creation ProcessVT FUNDS FOR THE FUTURE
Implement Infrastructure continued
– Coordination• Processing implications• Budget and finance• Bursar staff
– Delivery• Timing with other institutional info• Planning and lead time
Program Creation ProcessVT FUNDS FOR THE FUTURE
Evaluate Infrastructure & Outcomes
– Formal/Informal• Both in process
– Internal/External• Internal---budget, enrollment levels• External---affordability
– Quantitative/Qualitative• both
Program Creation ProcessVT FUNDS FOR THE FUTURE
– Feedback loop/cybernetic• Tweak program in future years
– Cycle• Annual
– Distribution• Internal and external
Fulfillment Fund Mission
To help promising, yet educationally underserved and economically
disadvantaged students achieve high school graduation and access to and completion of higher education through programs that also
produce systemic change.
www.fulfillment.org
Increasing Retention and College Access Among Increasing Retention and College Access Among Underrepresented StudentsUnderrepresented Students
Access Programs on the Rise
Institutional Roadblocks to CollegeCulturally irrelevant curriculum• Lack of access to college prep curriculum• Poor school culture• Large, overcrowded schools• Depersonalized environment• Growing achievement gap• A culture of low expectations• An obsolete educational model
Setting the Context
Beginning with the End in Mind
The questions that have driven the development process are:
• What are the standard things that ALL high school students need to know and be able to do to achieve college access?
• What challenges do our students encounter that limit their opportunities and capacity to achieve college access?
• What role can the Fulfillment Fund play in assisting:– Students on the college-track move forward?– Students in the middle close their achievement gaps?– Students who are low-performing make up for academic
and attitudinal gaps.
Curricular FrameworkCurricular Framework
Curriculum Design
• Gradual development over a 4-year period• Students will have completed work products as
evidence of their progress towards college readiness such as:– 9th Grade- H.S. Graduation Plan, Academic
Improvement Plan– 10th Grade- Academic Improvement Plan, Individual
Advocacy Plan, Career-Personality Correlation Instrument
– 11th Grade- College Readiness Portfolio– 12th Grade- Completed UC Application, Plan for life
after high school
Curriculum Evaluation
Is there a significant change in College
Readiness observable in FF students?
What is the magnitude of the change?
To what degree can we attribute the change in
College Readiness to the delivery of services &
curriculum?
Intensity of additional services, participation, number of lessons
to which a student is exposed.College Readiness Index
Gauging Overall ImpactGauging Overall Impact
College Readiness Index
College Readiness Index
Knowledge Index Beliefs/Attitudes Index Academic Performance Index
College Readiness Assessment(Pre & Post, Grades 9 – 12)
College Readiness Assessment(Pre & Post, Grades 9 – 12)
GPA + Standardized Test Scores
Curriculum Curriculum Transcripts ELA & Math
One-on-One Sessions: Parent/Mentor Involvement Academic Counseling College Counseling Financial Aid Counseling Transfer Counseling Career Counseling Graduate School Counseling
• Destination: College• College Visits: Local and Out-of-State• Cultural and Educational Field Trips• Community Service Activities• Job Shadowing• Group Workshops:
– Test Preparation (e.g. SAT/ACT)– College Essay and Application – Financial Aid and Scholarship– Career Exploration– Transitions to College
• Required advisement for students on academic probation to boost retention
• Continuing college/career planning• Paid summer internships and career
training• Year-end college graduation celebration• Post-College Alumni Association
committed to supporting our mission
It’s not just the Money
• Pre-college counseling---the student
• Pre-college counseling---the family
• Retention counseling
• Financial literacy
• Debt management
• Peer counseling
• Outreach
Accomack
Northumberland
Northampton
Middlesex
Suffolk CityChesapeake City
Virginia Beach CityIsle Of Wight
Southampton
York
James City
Lancaster
GloucesterCharles City
Surry
New Kent
Prince George
Arlington
Prince William
Fairfax
King George
WestmorelandSpotsylvania
Fauquier
LoudounClarke
Frederick
Highland
Augusta
Rockingham
Bath
Rockbridge
Albemarle
Warren
MadisonGreene
Page
Alleghany
Bland
Roanoke
Bedford Campbell
Pulaski
Scott
Sussex
Greensville
Dinwiddie
ChesterfieldAppomattox
Mecklenburg
AmeliaCumberland
Charlotte
Halifax
King WilliamHenrico
Powhatan
HenryPatrick
CarrollGraysonWashington
RichmondEssex
King And QueenHanover
Orange
Culpeper
Louisa
AmherstBotetourt
Brunswick
Buchanan
Buckingham
Caroline
Craig
Dickenson
Floyd
Fluvanna
Franklin
Giles
Goochland
Lee
Lunenburg
Mathews
Montgomery
Nelson
Nottoway
Pittsylvania
Prince Edward
Rappahannock
Russell
Shenandoah
Smyth
Stafford
Tazewell
WiseWythe
Virginia = 31.8%
Data Source: 2000 Census
37.8% to 68.9%21.4% to 37.8%14.3% to 21.4%10.3% to 14.3%
6.6% to 10.3%
Percent of 25-64 Year Olds With at Least a Baccalaureate Degree – 2000
11
Northampton
Middlesex
Accomack
Northumberland
Clarke
Frederick
Highland
Augusta
Rockingham
Bath
Rockbridge
Albemarle
Warren
MadisonGreene
Page
Alleghany
Bland
Roanoke
Bedford Campbell
Pulaski
Scott WashingtonCarroll
GraysonHenry
Patrick
Appomattox
HalifaxSouthampton
Sussex
Greensville
Charles City
Prince George
Dinwiddie
Chesterfield
Mecklenburg
AmeliaCumberland
Charlotte
King WilliamHenrico
PowhatanNew Kent
Suffolk City
Isle Of Wight
James City
Gloucester
Surry
Chesapeake City
York
Virginia Beach City
Lancaster
Prince William
King George
WestmorelandSpotsylvania
ArlingtonFairfaxFauquier
Loudoun
RichmondEssex
King And QueenHanover
Orange
Culpeper
Louisa
AmherstBotetourt
Brunswick
Buchanan
Buckingham
Caroline
Craig
Dickenson
Floyd
Fluvanna
Franklin
Giles
Goochland
Lee
Lunenburg
Mathews
Montgomery
Nelson
Nottoway
Pittsylvania
Prince Edward
Rappahannock
Russell
Shenandoah
Smyth
Stafford
Tazewell
WiseWythe
Virginia = $23,975Data Source: 2000
Census
$24,844 to $41,052$20,196 to $24,844$17,077 to $20,196$15,103 to $17,077$12,788 to $15,103
Percent of 25-64 Year Olds With at Least a Baccalaureate Degree – 2000
Per Capita Personal Income, 1999
12
National College Advising Corps
• University of Virginia- Guide Program Model• University-based access programs- delivery
systems• 25% increase in college-going rate• Up to 112% increase in applications• Eight new program to be funded by the Jack
Kent Cooke Foundation• Leadership- National College Access Network
Presentation Site
http://www.finaid.vt.edu/Presentations/
look for collegeboardfinal1106
http://www.collegeaccess.org/NCAN/index.aspx