Blog

by Agnes Jasinski

It’s a well-known fact that disparities exist when you look at the college graduation rates of black and Hispanic students versus white and Asian students. Two reports released yesterday, however, included data on colleges where those disparities aren’t as wide, suggesting that there are schools that are doing much better than others when it comes to graduating minority students.

The reports, released by The Education Trust and based on several years of database comparisons from College Results Online, looked at both private colleges and public universities. Many of those schools that boast small gaps (or a lack of a gap at all) have programming in place that promotes academic achievement across all student groups, according to an article in The Chronicle of Higher Education. At the University of California at Riverside, where 63 percent of Hispanic students, 67 percent of black students, and 62 percent of white students graduate, administrators have focused on retention and boosting students’ leadership skills to keep them coming back. At the University of North Carolina-Greensboro, where 56 percent of black students and 51 percent of white students graduate within six years, administrators have focused on student success as part of their mission, and believe that it is more cost-effective for the school to have students graduate rather than to recruit new students, according to the reports.

According to an article from Inside Higher Ed, even those poor performers—Wayne State University, where there is a 34 percent gap between graduation rates for white and black students, and California State University at Chico, which graduates about 31 percent of black students, 41.5 percent of Hispanic students, and 57.5 percent of white students—are taking steps to improve their graduation rates. At Chico, for example, those numbers actually represent an improvement after the campus opened a minority student success center. At Wayne State, access to need-based financial aid has been expanded to address a big reason why many at-risk students drop out of college.

Overall, about 60 percent of the country’s white students, 49 percent of Hispanic students, and 40 percent of black students graduate with six years, according to The Education Trust. These new reports, however, show that there are steps colleges can take to improve upon those numbers and to improve retention across student groups.

by Alexis Mattera

In recent years, college students have become more cautious about taking out loans to pay for school. There are multiple reasons for this – horror stories from friends or siblings, limited job prospects after graduation and high interest rates have all been cited – and while it’s an admirable goal to graduatefrom college debt-free, educators think this approach could actually hinder students from getting degrees.

According to a recent Associated Press article, students are attempting to limit borrowing by working longer hours, taking fewer credits (and often not enrolling full-time), living at home and attending less selective institutions. While educators are impressed with this level of fiscal responsibility, they are quick to point out that each action above is a risk factor that makes college students less likely to graduate. Borrowing could prevent this, said Deborah Santiago, co-founder and vice president of Excelencia in Education. "If you can take out a little bit of loan you're more likely to complete. If you can go to a more selective institution that gives you more resources and support, you're more likely to complete." How much more likely? Federal data analyzed by Excelencia and the Institute for Higher Education Policy (IHEP) in 2008 shows roughly 86 percent of students who borrow for college are able to attend full-time compared to 70 percent of students who don't borrow and roughly 60 percent of full-time students receive a bachelor's degree within eight years compared to 25 percent of part-time students.

What can be done to facilitate this message? Educators believe students need to better understand financial aid, the difference between types of loans, debt management and the returns on various degrees and majors. In addition to searching for scholarships and grants, is borrowing part of your financial aid plan and does this information make you more or less likely to take out a loan?

by Jessica Seals

After four long years of taking history or biology classes you dreaded, the psychology classes that counted towards your major and quirky electives to reach the required number of credit hours to graduate, it’s finally time to walk across the stage and become a college graduate. As I am now entering the second semester of my senior year, I have learned that there are several steps that you must take in order to successfully graduate.

While attending school, you will more than likely have an advisor that will help you graduate with your desired major as quickly as you can. Of course, these advisors are human and they are bound to make a few mistakes so check the university general education requirements for graduation at the start of each semester to keep track of the classes you still need. This is what I did and because of it, I was never hit with the surprise that I would not be graduating when I thought I would. An advisor will definitely help you avoid this problem but it is always good to double check to make sure nothing is missed.

The other important thing that I learned is that graduating from college is very different from graduating from high school. In high school, you have guidance counselors and teachers who get everything together for you and constantly remind you to turn in any forms. In college, however, you are the one who has to submit your intent to graduate form to the registrar on time, make sure you don’t owe any money, complete exit counseling and turn in any extra documentation required by your school.

Graduating from college will be one of the happiest times of your life. Despite all the excitement, take some time to make sure that everything is in order so that no surprises keep your diploma out of reach.

Jessica Seals is currently a senior at the University of Memphis majoring in political science and minoring in English. At the University of Memphis, she is the secretary of the Pre-Law Society, the philanthropy chair of the Phi Kappa Phi Student Council and a member of Professional Assertive United Sisters of Excellence (PAUSE), Golden Key Honor Society, Alpha Lambda Delta Honor Society, Sigma Alpha Lambda Honor Society, and Black Scholars Unlimited. She also volunteers to tutor her fellow classmates and hopes to attend law school in the near future.

by Alexis Mattera

High school graduation rates have been on the rise across the nation but are the numbers of mortarboard-tossing students truly accurate? Experts say a new approach to data calculation will reveal the truth.

A new federal mandate scheduled to take effect next year will standardize graduation rates by calculating the number of students who graduate high school in four years divided by the number of students who entered the school four years prior. This means states will no longer be able to count students who complete special education programs, night school, the GED and virtual high school programs along with those who earn a traditional high school diploma; when these students are removed from the equation, Chris West of Johns Hopkins University's Everyone Graduates Center estimates official national graduation rates will likely decrease between 5 percent and 10 percent.

Parents may be alarmed when they see the numbers fall but the standardization will do far more good than harm: West says it will level the playing field for high schools vying for federal money through the Race to the Top program – funds that will allow these schools to better prepare their students and further increase graduation rates. Do you think the graduation rate standardization will have a positive or negative impact? Is this a change that should have happened a long time ago or was the old way of reporting just fine?

by Alexis Mattera

There’s been much debate about the true value of a college degree. This isn’t surprising given rising tuition costs and lower employment rates but a new study by a 2011 Trinity College graduate reveals spending the time and money to obtain a college degree is still very much worthwhile.

That graduate – Sarah Millar – came to this conclusion by examining data from government and private sources as well as her own personal experience as a college student. She found that although college costs have climbed an average of 6.4 percent each year since 1981 and annual income has only risen 0.4 percent in that time, the average take-home pay of college graduates is $38,950 versus $21,500 of students who only graduated high school. Unemployment rates of the two groups are also in favor or college degree holders – as of last month, 4.4 percent to 9.6 percent – and earnings of college grads exceed high school grads by more than $1 million over 40 years. Millar does note that all colleges and majors are not created equal, though, as average starting salaries of recent grads in specific fields of study from well-known or prestigious schools are more than those from state universities or smaller private colleges.

Check out more information from the study here then tell us: What do you think of Millar’s findings?

by Jessica Seals

After experiencing another Thanksgiving filled with laughter, tons of delicious food and family gatherings, I realized that graduation was right around the corner. Each morning, I hoped that the date would magically jump to December 17th so that I could walk across the stage and receive my bachelor’s degree; with all of my wishing, that day did arrive and all of my emotions hit me full blast.

I was excited to be done with my undergraduate work, I was nervous about potentially falling as I accepted my diploma in front of thousands of people, I was anxious to see what the future held for me and I was sad when I realized that I would no longer get to experience campus life anymore. Despite the fact that I was overcome with emotion, I sported the biggest smile as I proudly stood in line waiting for the graduation ceremony to begin.

Leading up to the commencement exercises, all of the soon-to-be graduates lined up backstage and I saw just how many students were aboard the same emotional rollercoaster as me. Some were so excited they could not stand still, some appeared sick to their stomachs and some tried to remain calm while clearly fighting back tears. When my name was called and I headed toward Memphis’ president to receive my diploma, my goal of obtaining a degree in less than four years – with several different honors, too! – became a reality. It was everything I’d imagined, plus so much more.

What happened next? I walked down the stairs (without falling!) and breathed a big sigh of relief. As I passed my seat, I felt extremely accomplished and wanted to keep the success I had as an undergraduate going for the rest of my life. With law school and internships on the horizon, it’s only a matter of time before the world sees just what I am capable of.

Jessica Seals is recent graduate of the University of Memphis, where she majored in political science and minored in English. She was the secretary of the Pre-Law Society, the philanthropy chair of the Phi Kappa Phi Student Council and a member of Professional Assertive United Sisters of Excellence (PAUSE), Golden Key Honor Society, Alpha Lambda Delta Honor Society, Sigma Alpha Lambda Honor Society and Black Scholars Unlimited. As she prepares for law school, Jessica will continue to tutor and volunteer in her community.

by Lisa Lowdermilk

Recently, The New York Times revealed that two studies have shown that many community colleges wrongly place students in remedial classes. The main reason why this happens is because students are placed according to their standardized test scores, rather than their cumulative GPAs – in other words, students are forced to pay for classes they don't receive college credit for and, if not for one less-than-hoped-for standardized test score, wouldn't even have to take otherwise! Consequently, students forced to take these remedial classes may experience lower self-esteem than their peers, fail to graduate on time and have to work significantly harder (both at work and at school) to afford these additional classes. In short, having to take unnecessary remedial classes has the potential to make college much more difficult than it needs to be.

All of these problems could be alleviated if community colleges (and state and private universities, for that matter) placed students based on their cumulative high school GPAs. After all, GPA is determined by years of hard work, whereas standardized tests are based on (at most) several months of preparation. And while we obviously can't use the excuse, "I don't test well" every time our test scores leave something to be desired, we should also keep in mind that one test does not (and should not) determine our academic futures.

If you or someone you know is having to take unnecessary remedial classes (e.g., you earned a B in high school calculus but didn't do as well on the standardized test), don't be afraid to talk to someone in admissions about your concerns. While changes rarely go into effect right away, faculty will listen if more students question the emphasis on standardized tests over cumulative GPA. Just make sure you're polite and discuss your concerns logically and calmly!

Lisa Lowdermilk is a soon-to-be published author (her first novel is a murder mystery for young adults set in the future), an avid video gamer and an artist. She enjoys watching thrillers, trying different restaurants and attempting to breakdance. Lisa completed her Associate of Arts degree entirely online and is now majoring in professional writing at the University of Colorado Denver.

by Alexis Mattera

If you want to go to college but can’t completely afford it, don’t expect Mitt Romney to help you bridge the financial gap.

During yesterday’s town hall meeting in Youngstown, Ohio, Romney made it clear that he would not promise to give students government money to cover higher ed costs. The advice he did offer regarding colleges was blunt – pick an affordable option, get scholarships, join the military and graduate early – and very different than the words of President Obama during his third State of the Union address, which discouraged tuition increases and aimed to double the amount of federal work-study jobs. Though this is a man who pushed for state-funded four-year tuition scholarships while serving as the governor of Massachusetts, Romney’s mantra is now firmly “don’t expect the government to forgive the debt that you take on”...or protect you from it, for that matter: He supports the House Republican budget which would cut Pell Grants by at least 25 percent.

What do you think of Romney’s position regarding higher ed funding?

by Alexis Mattera

With student loan debt now totaling more than $1 trillion, current and would-be college students need access to financial aid information more than ever before. The good news is that universities across the country are doing their best to make the facts as clear and available as possible in the near future.

Ten schools – Arizona State, Miami Dade College, North Carolina A&T State University, Syracuse, UNC Chapel Hill, Vassar and the state university systems in Maryland, Massachusetts, New York and Texas – have committed to providing key funding information to all incoming students as part of their financial aid packages starting in the 2013-14 school year. The details will include the cost of one year of college, financial aid options such as grants and scholarships, estimated monthly payments after graduation on federal student loans and comparative data about graduation and loan repayment rates. According to the White House, this disclosure will play a vital role in making college more affordable for all students: "Too often, students and families face confusion when comparing financial aid packages, some of which do not clearly differentiate loans from grants, nor distinguish private vs. federal loans, making it difficult to compare aid offers side-by-side. Clarity and accessibility of information is necessary so that students and families can make informed decisions about where to attend college, so they can choose a school that is best suited to their financial and educational goals."

What do you think of this plan? Do you think it will help students better understand financial aid or is the effort too little and too late?

by Alexis Mattera

Many students find it easier to remain committed to something when working closely with someone else. Does the same hold true when that something is college completion? Jill Frankfort thinks so.

Frankfort is the co-founder of Persistence Plus, a new service that draws on behavioral research to deliver personalized messages to students through a mobile phone app or text messages. The company has been in existence for just about one year and has secured agreements with a small number of institutions to test the technology. Thus far, they’ve found students have been engaging with the app and text offerings – “Reminders don’t actually change behavior that much but when you can help someone actually plan out their time and create a mental map of when they’re going to do a behavior, they’re more likely to do it,” explained Frankfort – as well as strategies aimed to guide and inspire students as they encounter the challenges of college life.

Do you think a program like Persistence Plus would help you finish college or would it take more than an app and some text messages to keep you on track toward graduation?