Access Programs on the Rise A Dialogue on Pipelines that Remove Barriers to and through Post...

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


Determine/Goal Outcome

– What do you want to do?

– Why?

– Target


Build Conceptual Framework– Product– Delivery Channels– Interested/Impacted Parties


Secure Funding– Public– Private– Creative


Develop Infrastructure– Program Framework/Elements– Staffing/Space/Budget– IT Support– Communications/Publicity/Audience– Institutional Sanction– External Sanction


Implement Infrastructure– Training– Event Planning– Oversight– Adjustments– Coordination– Delivery


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


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


• 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


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


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


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


Implement Infrastructure continued

– Coordination• Processing implications• Budget and finance• Bursar staff

– Delivery• Timing with other institutional info• Planning and lead time


Evaluate Infrastructure & Outcomes

– Formal/Informal• Both in process

– Internal/External• Internal---budget, enrollment levels• External---affordability

– Quantitative/Qualitative• both


– 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

http://www.finaid.vt.edu/Presentations/

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