Where Are The Low-Income Students At Highly Selective ... · upward mobility, research shows that...
Transcript of Where Are The Low-Income Students At Highly Selective ... · upward mobility, research shows that...
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Brittany K. Carlson Senior Fellow
S. Caroline Kerr Chief Executive Officer
Where Are The Low-Income Students At Highly Selective Colleges?
Opportunities and Levers For Change
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Copyright 2016, All Rights Reserved
This paper was prepared by Brittany K. Carlson, 2015-2016 Senior Fellow at The Joyce Ivy Foundation, a 501(c)(3) non-profit, tax-exempt organization dedicated to the advancement of post-secondary opportunities for young women, including nonpartisan analysis, study, and research of issues related to college access. This paper draws on research by Carrie Alexander, 2014-2015 Senior Fellow at The Joyce Ivy Foundation.
The Joyce Ivy Foundation PO Box 2396
Ann Arbor, MI 48106 Phone/Fax 734-661-0229
[email protected] www.joyceivyfoundation.org
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Table of Contents Section 1 Executive Summary.………………………….…………… 3
Section 2 Current Application And Enrollment Trends………….... 4
Section 3 Colleges Making Progress…………………..…………… 6
Section 4 An Opportunity For Elite Institutions………………..…… 10
Section 5 Levers For Change…………………………...…………… 11
Section 6 Conclusion………..…………………………...…………… 17
Section 7 Sources …………………………………….....…………… 18
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ResearchbyCarolineHoxbyandChristopherAveryfindsthatupto
35,000
low-incomestudentsarecapableoftheacademicrigoratthenation’sbestcollegesanduniversities,yettheydonotapply.
2
Source:CarolineM.HoxbyandChristopherAvery,TheMissing“One-Offs”:TheHiddenSupplyofHigh-Achieving,Low-IncomeStudents,NationalBureauofEconomicResearchWorkingPaper18586(2012),p.11.
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Where Are The Low-Income, High-Achieving Students At Highly Selective Colleges?
SECTION 1:
Executive Summary
Thelong-standingbeliefthatmanylow-income
studentsdonotapply–orarenotadmitted–to
highlyselectivecollegesduetolackof
academicpreparationandcompetitive
standardizedtestscoreshasbeeneffectively
challengedbyrecentresearch.Itisestimated
thatupto35,000low-incomestudentsare
capableofworkatthenation’sbestcolleges
anduniversities,yetdonotapply.1Inrecent
years,collegesanduniversitiesacrossthe
UnitedStateshaveimplementedprogramsto
recruitandadmitamoresocioeconomically
diversestudentbody.Onemethodoftracking
thischangeovertimeisexaminingthenumber
ofstudentsreceivingPellGrantsenrolledat
particularcolleges.Whilesomecollegeshave
madeprogress,manyofthemostselective
institutions–thosethathavethelargest
universityendowmentsandgenerousfinancial
aidprograms–arenotablyabsent.
3
Thispaperexaminesthisrecentprogressand
highlightsfiveleverstoenactfurtherchange:
1. Counseling and recruitment;
2. Pre-college programming;
3. Financial aid literacy;
4. Colleges’ institutional priorities;
5. Undergraduate class size.
Toutilizetheselevers,theJoyceIvyFoundationrecommendssixactions:
1. Enroll more low-income students in pre-college summer academic programs;
2. Expand undergraduate enrollments;
3. Reallocate some spaces historically used to fulfill other institutional priorities;
4. Further diversifying other “institutional priority” segments of the student body;
5. Increase transparency and comparability of financial costs of attending selective institutions;
6. Focus admissions recruitment on lower income areas.
Note:Forthepurposesofthiswhitepaper,‘low-income’referstofamilieswithinthebottomincomequartile.Variousresearchcitedhereindefineslow-incomeusingacompositemeasureoffamilyincome,parentshighestlevelofeducationalattainment,andparents’occupationalstatus.‘High-achieving’referstostudentsscoringinthetop10%onstandardizedtesting.
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48%
23%
Higher-income Lower-Income
ApplicationRatestoHighlySelectiveCollegesbyHigh-
AchievingStudents
Exhibit1
Source:JackKentCookeFoundation,(2016).
SECTION 2:
Current Application and Enrollment Trends
AstheUnitedStatescontinuestoexperience
demographicchanges,thedefinitionofdiversity
oncollegeanduniversitycampusesisexpanding.
Nolongerdothemostselectivecollegesand
universitiessolelyenrollthesonsanddaughters
ofAmerica’smostwealthyandwell-connected
families,butrathertheyseektobuildastudent
bodythatreflectsgreaterdiversityingender,
race,ethnicity,religion,nationality,and
socioeconomicstatus,amongotherdimensions.
Whilethediversityofthestudentbodyatthe
mostselectiveinstitutionsintheUnitedStates
haschangedinsomewaysinthepasttwenty-five
years,inotherways,particularly
socioeconomically,ithasremainedalarmingly
stagnant.
Along-standingbeliefinthefieldof
collegeadmissionsisthatmanylow-income
studentsdonothavetheacademicpreparation
orcredentialstomakethemsuccessful
applicantsinhighlyselectiveadmissions
processes.ResearchbyCarolineHoxbyand
ChristopherAveryhasshownthistobean
incorrectassumption;infact,theirresearch
suggeststhattherearebetween25,000-35,000
low-incomestudentswiththeacademic
credentialstobeverysuccessfulinhighly
selectiveapplicantpools.2However,these
studentsarenotapplyingtohighlyselective
institutionsatthesamerateastheirhigher
incomepeers.
Only23%ofhigh-achieving*,low-income
studentsevenapplytoaselectiveschool,instark
contrastto48%oftheirhigh-achieving,higher
incomepeers.3Forthosestudentswhoare
admittedtohighlyselectiveinstitutions,thehigh-
4
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achievingstudentsfromthewealthiestfamilies
arethreetimesaslikelytoenrollasthehigh-
achievingstudentsfromthelowestincome
families.Infact,themajorityofstudentsin
America’smostselectiveinstitutions–72%–
comefromthewealthiest25%ofthe
population,whereasonly3%comefromthe
lowestincomequartile.4Despitethedisparityof
enrollmentratesofhigh-incomeandlow-income
studentsathighlyselectiveinstitutions,when
low-incomestudentsdomakeittohighly
selectiveinstitutions,theyoftendoverywell:
studentsinthebottomtwoincomequartilesearn
similargradesandgraduateatthesamerateas
thosestudentsfromfamiliesinthetoptwo
incomequartiles.5
Exhibit2
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Somecollegesanduniversitieshavemade
progressinattractingandmatriculatingthis
populationoftalentedstudents.Anexamination
ofPellGrantallotment,federalgrantsgivento
low-incomestudentstohelpdefraysome,butnot
all,ofthecostsofattendingcollege,isperhapsthe
bestavailablemeasureofacollegeoruniversity’s
commitmenttoaccessandsocioeconomic
diversity.Generally,thenumberofPellgrant
recipientsisincreasinginAmericanhigher
education.Exhibit3:Figure1andFigure2show
visualizationsofPellGrantallotmentfrom2008
and2012byThirdCoastAnalytics.Warmer
colors,suchasred,orange,andyellow,
correspondtoagreaternumberofPellrecipients
oncampus.Withinthisfour-yeartimespan,
collegesanduniversitiesincreasedthenumberof
low-incomestudentsoncampus.
Infact,PellGrantallotment,asperthe
IntegratedPostsecondaryEducationalData
System,from2007through2012,indicatesthat
someinstitutionsaredoinganespecially
noteworthyjobofincreasingtheirnumberofPell
Grantrecipientsoncampus.PerExhibit4:Figure
1,Vassar,Franklin&Marshall,andDenisonare
compellingexamplesofcollegesthathavegreatly
increasedtheirPellallotmentwithinthissix-year
timespan;Figure2indicatesNewYork
University,UniversityofSouthernCalifornia,and
BostonUniversityleadingPellallotmentprogress
amongprivateuniversities.
Asforpublicuniversities,Universityof
Missouri–Columbia,UniversityofCalifornia–
LosAngeles,andUniversityofFloridahavethe
greatestincreaseinPelldistributionwithintheir
studentbodies(Exhibit4:Figure3).
Missingfromtheselistsofschoolsare
someofthemosthighlyselective,well-resourced
collegesanduniversitiesinthecountry.Acloser
lookattheblue“tail”onthefarleftofExhibit3:
Figure2showscollegesanduniversitieswithlow
numbersofPellrecipientsoncampus,lowadmit
rates,andhighgraduationrates–manyofwhom
areIvyLeagueinstitutionsorhighlyselective,
privateliberalartscolleges.
Exhibit3:Figure3showsacompelling
exampleofthis:HarvardUniversityisoneofthe
SECTION 3:
Colleges Making Progress
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darkestbluecircles,withonly18%of
studentsoncampusreceivingaPell
Grant,but97%graduating.Harvard’s
highgraduationraterevealsthe
extensiveresourcesandsupporton
campus,resourcesandsupportthat
wouldbeparticularlytransformational
forlow-incomestudents.
Exhibit3
Figure1–PellAllotment,2008
Figure2–PellAllotment,2012
Figure3–HarvardPellAllotment,2012
Source:ThirdCoastAnalytics,NACAC,2014.
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Exhibit46
Figure2–PellChange:PrivateUniversities,2007to2012
Figure1–PellChange:SmallInstitutions,2007to2012
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Figure3–PellChange:LargeInstitutions,2007to2012
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Highlyselectivecollegesanduniversities,which
oftenhavesignificantendowmentsandwell-
fundedfinancialaidprograms,havean
opportunitytosupportgreaternumbersofhigh-
achieving,low-incomestudentsbyproviding
themwithatop-notcheducationwithoutthe
burdenofdebt.Beyondjustthesefinancial
considerations,increasedaccessforlow-income
populationsrepresentshighlyselective
institutions’participationintheexpansionof
opportunityforabroaderanddeepersectorof
thepopulationandoftenresonateswith
institutionalmissionsandstrategicplans.Asthe
mostselectiveinstitutionsinthecountryconsider
theirroleinincreasingaccessandassistingin
upwardmobility,researchshowsthatadmission
toahighlyselectiveinstitutionpaysoff
considerablyforallindividuals,butparticularly
thosefromlow-incomebackgrounds.
Additionally,thehumancapitalthat
studentsacquirebyattendingahighquality
institutionoftenleadstosignificanteconomic
returnsareevenmoresignificantforstudents
comingfromlow-incomebackgrounds.7Ifthe
talent,resources,alignmentwithinstitutional
mission,andopportunityforgreatreturnis
there,whyaretherenotmorehigh-achieving,
low-incomestudentsatthecountry’smost
selectivecollegesanduniversities?Enrollmentof
low-incomestudentsathighlyselectivecolleges
anduniversitieshaschangedverylittleoverthe
pasttwentyyears.
Researchindicatesthathigh-achieving,
low-incomestudentstypicallydonotapplyto
highlyselectiveinstitutionstowhichtheyare
qualifiedfortwomainreasons:theydonot
believetheycanafforditandtheydonotreceive
thorough,accurate,andindividualizedguidance
throughthecollegeapplicationprocess.8
However,aftermorethanadecadeofworking
successfullywithlow-incomestudents,theJoyce
IvyFoundationhasidentifiedactionsthatcan
helpovercomethebarriershigh-achieving,low-
incomestudentsfacewhenapplyingtocollege.
SECTION 4:
An Opportunity For Elite Institutions
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Thefollowingsixleversofferwaystorecruitand
enrollgreaternumbersofhigh-achieving,low-
incomestudentstohighlyselectiveinstitutions,
oftenthroughcollaborationwithother
organizations.
1.CounselingandRecruitment
Manylow-incomestudentsdonotreceive
accurate,individualizedcounselingthroughoutthe
collegeapplicationprocess,andthelackofsuch
guidanceimpedestheirchancesofapplyingtoa
highlyselectiveinstitution,evenwhentheyare
qualified.Shiftingrecruitmentpracticesaswellas
investingmoreincollegecounselingresourcesare
twoleverstoovercomethisbarrier.
Recruitmenttravelforallcolleges,including
themostselective,oftencentersaround
metropolitanareasandhighschoolsthatprovide
collegeswiththegreatestnumberofapplicants.
Withanestablishedpresence,continuedtravelto
theseplacesoftenreproducesadvantagesforlocal
students.Thehighschoolsandstudentswhoare
mostfrequentlyvisitedbysomeofthemost
selectiveinstitutionsareoftentheoneswhocould
benefittheleast–manyofthesestudentsalready
havethemeanstomakeindividualtripsto
campusesthemselvesorarealreadyfamiliarwith
highlyselectioninstitutionsandthepreparation
necessarytoapply.Instead,collegesshould
continuetoexpandtheirpresencethroughvisitsto
under-resourced,public,urbanorruralhigh
schoolswherestudentsarenotfamiliarwith
highlyselectivecollegesandarelesslikelytobe
receivingindividualizedcollegeadvising.The
formatofacollege’spresentationshould
emphasizeaffordability,particularlyincomparison
tootherlocal,seeminglylessexpensiveoptions,
andprovidebroadinformationaboutthereturns
onahigh-qualityeducation.
TheJoyceIvyFoundationsendslow-income
studentstopre-collegeprogramsathighly
selectivecollegeseachsummer.Alumnaeofthe
JoyceIvyFoundationSummerScholarsprogram
frequentlycounselyoungerpeersintheirlocal
communitiesthefollowingyear.Theyare
frequentlycitedasrelatable,authenticsourcesof
information.
SECTION 5:
Levers For Change
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Distanceprogrammingcanalsobe
effective.Virtualsessionsonline,andtargeted
printcommunicationscanalsoexpanda
college’sreachwhenthelimitsofin-person
travelarereached.
Statesandschooldistrictsalsohavearole
toplay.Inschoolcounselorsurveysconducted
bytheJoyceIvyFoundationinMidwestern
states,counselorsconsistentlyreportthattheir
caseloadsaretoohigh,theyareregularly
burdenedwithotheradministrativeduties–
oftenunrelatedtocounselingorcollegeguidance
–andofferedverylittleprofessional
developmenttolearnmoreabouthighly
selectiveadmissionsandfinancialaidpractices.
Stateandlocalleadersmustdomoretoinvestin
makingqualitycollegecounselingavailableto
theirstudents.
TheJoyceIvyCollegeAdmissions
Symposium,heldannuallyinMichigan,isan
exampleofcollaborationbetweenthe
Foundation,localcounselors,andadmissions
andfinancialaidprofessionalsfromhighly
selectivecolleges.Theseindividualswork
togethertoofferworkshopsonhighlyselective
admissionsandfinancialaidatnocostto
participants,whoincludeeducatorsandfamilies.
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2.Pre-collegeProgramming
Manycollegesholdsummeracademic
programsontheircampusesthatofferachance
toexperiencelifeonacollegecampus.These
pre-collegeprogramscouldbebetterleveraged
tobreakdownbarriersthatlow-income
populationsface.Rarelyarethesesummer
programsdesignedtobe“feederprograms”for
theundergraduateadmissionsprocess;infact,
manyoperateasarevenueandprofitsourcefor
thehostinstitution.Theseprogramscanbe
someofthemostvaluableleversforbroadening
alow-incomestudentandfamily’sawarenessof
thefullrangeofcollegeoptions.Todoso,the
programmustofferneed-basedfinancialaidto
abroadrangeofstudents–notjustthosein
closeproximitytocampuswhocanbeoffereda
discountedrateorparticipateascommuters.
Theprogramsshouldalsoconsiderpartnering
withsecondaryschoolsandcommunity-based
organizationsthatservelow-incomestudents.
Overall,selectivecollegesand
universitiesneedtoembracethefactthattheir
campusesduringthesummermonthsrepresent
oneofthemostpowerfulleversattheirdisposal
forattractingandexposinglow-income
individualstotheirinstitution.Toooften,
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summerdormitoryandacademiccapacityat
selectivecollegesareviewedmoreasan
incrementalrevenuesource,fromsummersports
campsorwealthyinternationalanddomestic
familieswhowanttoexposetheirchildrentolife
onaselectivecollege,andfromotherprograms
thatdonotdirectlyaddresstheneedtohelplow-
incomestudentsintheU.S.withthatcriticalstep
ofexperiencinglifeonaselectivecollegecampus.
TheJoyceIvyFoundationSummer
Scholarsprogramservesasamodelforhow
campusesandacademicprogramscanbe
leveragedduringthesummermonthstoserve
low-incomestudents.Eachyear,theFoundation
recruitshigh-achieving,low-incomestudentsvia
itsnetworkofcounselorsandviadirect
recruitmentusingstudents’standardizedtest
scores.Thesestudentsarethensupported
financiallyintheirquesttospendpartoftheir
summer,typicallyaftersophomoreorjunioryear
ofhighschool,onthecampusofahighlyselective
collegeoruniversity.TheJoyceIvyFoundation
currentlypartnerswithprogramsatBarnard,
Brown,Cornell,Emory,Harvard,JohnsHopkins,
MIT,Smith,Stanford,WashingtonUniversityinSt.
Louis,andYale.Theseelevencollegesand
universitieshavedonewhatmanyother
13
institutionshavenot:openedtheircoffersand
summerprogramstosupporthigh-achieving,
low-incomestudentsthroughouttheU.S.in
spendingimportanttimeexperiencinglifeonthe
campusofahighlyselectivecollege.These
summerprogrampartnerssharethescholarship
Exhibit5
Source:JoyceIvyFoundationScholarSurvey(2015).
ImpactofPre-collegeSummerProgramParticipation
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programshavebeenintroducedathighly
selectiveinstitutionssuchasHarvard,Stanford,
andAmherstforstudentscomingfromfamilies
whoseincomesfallbelowacertainlevel.
Beyondinstitutionalaid,thenumberofstudents
receivingPellGrantshasalsoincreased.
KnowledgeoftheavailabilityofPell
Grantsandinstitutionalfinancialaidpackages
goalongwayininforminghigh-achieving,low-
incomestudentsthatattendingahighly
selectiveinstitutioniswithintheirreach.Infact,
costsareoftenlowesttoattendaselective
institutionforalow-incomestudent–on
average,yearlytuitionforalow-incomestudent
atthemostcompetitiveinstitutionsroundsout
to$6,754,whileyearlytuitionforalow-income
studentatalesscompetitiveinstitutionis
$26,335.9Byhavinganin-depthunderstanding
ofthefinancialaidpracticesatindividualhighly
selectiveinstitutions,high-achieving,low-
incomestudentsaremorelikelytoviewtheir
attendanceatahighlyselective,competitive
schoolasbeingfinanciallyfeasible.
PromisingresearchbyCarolineHoxby
showsthatpersonalizedmailingshelptogive
high-achieving,low-incomestudentsthe
financialaidliteracytheyneedinorderto
costswiththeJoyceIvyFoundation,thus
extendingthereachofboththeFoundationand
summerprogram’sbudgets.
AccordingtotheFoundation’s2015surveys
ofSummerScholars,96%reportedthatthe
experiencechangedtheircollegeplans,making
themmoreambitiousandgeographicallydiverse.
88%reportedanincreaseinacademicconfidence
and89%ultimatelyappliedtothecollegeor
universitythathostedtheirsummerprogram.
Theinfrastructurefortheseprograms
alreadyexists,andwithfurtherinvestmentin
financialaidbudgets,advisorsupportfor
participants,andsecondaryschooland
community-basedorganizationpartnerships,these
programscanserveagreaternumberoflow-
incomestudents–whilestillservingother
institutionalpriorities.
3.FinancialAidLiteracy
Whilemanyofthemostselectivecolleges
anduniversitiesinthecountryhavestickerprices
thatareunmanageableforthemajorityof
applicants,generousneed-based–andoftenneed-
blind–financialaidpracticesmakeattendancea
realityforstudentscomingfromthelowest
incomelevels.Overthelastdecade,“freetuition”
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15
considerapplyingtohighlyselectiveinstitutions.
Bymailingpersonalizedlettersinvitingstudents
toapplytoagroupofcollegesbasedupontheir
gradesandtestscores,alongwithgraphsand
chartscomparingthecosttogototheseschools
versuslocalcommunitycollegesandstate
universitiesnearby,andeightvouchersfor
studentstoapplytoschoolsfreeofcharge,the
numberofhigh-achieving,low-incomestudents
whoappliedandwereadmittedtohighly
selectiveinstitutionsincreasedby31%.10
Hoxby’sresearchalsosuggeststhatthere
isanimportantrolefora“matchmaker”inthe
process;thisincludesthirdpartyorganizations
thatencourageastudenttoconsiderahighly
selectivecollege.TheJoyceIvyFoundationhas
foundvalueintheroleof“matchmaker”when
recruitingstudentstotheSummerScholars
program.Manystudentsareskepticalwhenthey
receivedirectrecruitmentmessagesfroma
collegeoruniversity,buttrustathirdparty
sourcethatservesstudentslikethem.
4.InstitutionalPriorities
Astheenrollmentofhigh-achieving,low-
incomestudentsincreasesathighlyselective
institutionswiththeinterventionsdescribed
above,institutionshavetobecognizantofthe
financialsustainabilityofsuchefforts.With
limitedspotsinfirst-yearclassesatthecountry’s
mosthighlyselectiveinstitutions,asone
populationofstudentsincreases–inthiscase,
high-achieving,low-incomestudents–another
populationmustinvariablydecrease,ifclasssize
istoremainconstant.Assuch,institutionsshould
considershiftinginstitutionalpreferencesinthe
admissionprocessawayfromathletesandlegacy
students,whotraditionallyreceiveconsiderable
benefit,tolow-incomestudents.Thepreference
thatathletesandlegacystudentsreceiveis
significant:morethan80%ofthenation’smost
selectiveinstitutionsgivepreferencetostudents
ofalumni,andathletesareoftenfourtimesas
likelytobeadmittedasothersimilarlyqualified
applicants,butonceadmitted,underperformin
comparisontootherstudentswithsimilar
academicprofiles.11Shiftingprioritiesand
preferencesawayfromthesetraditionally
favoredstudentpopulationstohigh-achieving,
low-incomeU.S.citizensiscontroversialwithin
highereducation.Themostselectivecollegesand
universitiescanaffordtodoso.Itremainsfor
themtoengageinamoreseriousdebatewith
theirconstituencies–alumni,donors,
government,faculty,andsocietyatlarge–about
therelativeprioritiesintheadmissionsprocess.
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Areweasasocietycommittedtoasocioeconomic
diversity,orarewenot?And,inthose
circumstanceswhensuchacommitmentisalso
consistentwithacademicmeritocracy,what
debateisengagedtochallengetheassumptions
thatwouldsimultaneouslyrejectinvestments
thatsimultaneouslyimprovediversityand
academicmeritocracy.
5.ClassSize
Another,perhapsmoreviable,option
wouldbetoincreaseoverallclasssize,atactic
thatmanyoftheinstitutionswiththegreatest
increasesinPellallotmenthaveemployedover
thepastsixyears.
Infact,ofthecollegesandprivateand
publicuniversitieswiththegreatestincreasein
Pellallotmentsbetween2007and2012,only
three–Vassar,BostonUniversity,andUniversity
ofFlorida–increasedtheirPellallotments
withoutincreasingtheirfreshmenclasssize.
Ontheflipside,threeinstitutions–Bates,
ClaremontMcKenna,andMountHolyoke–stand
outfortheirincreasesinfreshmenclasssize,but
theirdecreaseinPellallotment,evidencing
perhapsanespeciallyopportunemomentto
increasethenumberofhigh-achieving,low-
incomestudentsoncampus.Ofcourse,increasing
classsizeisanimportantstrategicdecision,but
onethatshouldbeinextricablylinkedto
increasingsocioeconomicdiversityaboveallelse.
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Whileweliketovieweducationasanequalizer
amongracesandclasses,therealityisstudents
fromthepoorestfamiliesinthecountryhavea
significantlyreducedchance,comparedtotheir
wealthypeers,ofattendinghighlyselective
institutions.Researchshowsthatthereare
thousandsoflow-incomestudentswiththe
capabilityofbeingsuccessfulathighlyselective
institutionswhosimplydonotapply,eliminating
theiraccesstogenerousfinancialaidand
powerfulnetworksthatwouldbenefitthem
tremendouslylaterinlife.
Asinstitutionsconsidertheirmissions
androleinincreasingaccess,somethingneedsto
change.Thereisnoone-size-fits-allsolution,but
collegesshouldcarefullyconsiderthesetof
leverspreviouslyoutlinedanddeterminethe
combinationthatbestmatchestheirresources
andaspirationstobetterservelow-income
students.
Additionally,greaterpartnershipswith
community-basedorganizations,andleveraging
existingprograms,suchaspre-collegesummer
programs,willhelprealizegainsmorerapidly.
SECTION 6:
Conclusion
Finally,statesandschooldistrictsalso
havearoleininvestinginqualitycollege
counselingandpartneringwithcollegesand
community-basedorganizationstoservetheir
students.
Whilecollegesanduniversitiesmayview
theirincreasedcommitmenttotheenrollmentof
low-income,high-achievingstudentsfroma
socialjusticeperspective,inthispresentmoment
inhighereducation,itmayalsostemfroma
purelypracticalone.Affirmativeactionincollege
admissions,althoughstilllegal,willundoubtedly
remainacontroversialtopicinyearstocome.
Whilenotaperfectproxy,aconsiderationof
socioeconomicdiversitycouldbecomemore
important,againmakingtherecommendations
listedaboveallthatmorerelevant.Regardless,it
isclearthatwithallthepiecesinplace-the
talent,resources,alignmentwithinstitutional
mission,andopportunityforgreatreturn-highly
selectiveinstitutionscanandshoulddomoreto
enrollthelargenumberoflow-income,high-
achievingstudentsinthiscountry.
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18
1.CarolineM.HoxbyandChristopherAvery,TheMissing“One-Offs”:TheHiddenSupplyofHigh-Achieving,Low-IncomeStudents,NationalBureauofEconomicResearchWorkingPaper18586(2012),p.11.
2.Hoxby&Avery(2012),p.11.
3.JenniferGiancolaandRichardD.Kahlenberg,TrueMerit:EnsuringOurBrightestStudentsHaveAccesstoOurBestCollegesandUniversities,JackKentCookeFoundationReport(January2016),p.13.
4.Giancola&Kahlenberg(2016),p.5.
5.Giancola&Kahlenberg(2016),p.33.
6.CarrieAlexander,PellGrants&FreshmanClassSizesAtSelectiveAmericanSchools(March27,2015)
7.WilliamG.BowenadDerekBok,TheShapeoftheRiver:LongTermConsequencesofConsideringRaceinCollegeandUniversityAdmissions(Princeton:PrincetonUniversityPress,1998),p.118,276.
8.Giancola&Kahlenberg(2016),p.14-16.
9.CarolineM.HoxyandChristopherAvery,TheMissing“One-Offs”:TheHiddenSupplyofHigh-Achieving,Low-IncomeStudents,NationalBureauofEconomicResearchWorkingPaper18586(2012),p.37,Table1,ascitedinGiancola&Kahlenberg(2016),p.15.
10.CarolineM.HoxbyandSarahTurner,“ExpandingCollegeOpportunitiesforHigh-Achieving,Low-IncomeStudents,”DiscussionPaperNo.12-014(Stanford,CA:StanfordInstituteforEconomicPolicyResearch,2013)ascitedinGiancola&Kahlenberg(2016),p.15.
11.Giancola&Kahlenburg(2016),p.23,25.
SECTION 7:
Sources
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Source:JoyceIvyFoundation2008&2014CounselorSurveys
P.O. BOX 2396 | ANN ARBOR, MI 48106 | 734-661-0229 | [email protected]