Low Income but High Output—the Joys of Educational Planning

Doug, Thanks for not only a timely article, but for giving the reader important links. I’d also suggest that the universities involved, and those looking on, don’t overlook some obvious reservoirs of information. For example, the National Resource Center for the First Year Experience and Students in Transition has held numerous sessions on helping underprivileged and other under-represented populations. Like many reading this, I just came from NACADA where the same is taking place. In nearly all of our research on student motivation advising is rather central. Also, the assessment and planning efforts by The Policy Center for the First College Year address this head on—and the unpleasant truth of your opening “rankings’ statement. I hope that readers take advantage of the link to The Education Trust – affording an immediate look at graduation rates for nearly all colleges. Also, while there, read Clair Campbell’s ”Engines of Inequality: Diminishing Equity in the Nation’s Premier Public Universities.” Likewise, you’ll find Peter Ewell’s well outlined article at the National Center for Academic Transformation, i.e., “Increasing Success for Underserved Students: Redesigning Introductory Courses.” His treatment of misnomers about technology gaps is especially helpful. Also, the Cognitive Learning Assessment gives rather straightforward looks at how colleges are doing based on their student profiles, and though not a direct correlation, socio-economic patterns and performance can be gleaned. The various projects by the Lumina Foundation for Education and the Lilly Endowment should not be overlooked. Their publications give numerous examples of collaborative efforts in helping this student population. Yeah, I imagine Mortenson was on his chair banging pompoms when he heard of Kirwan’s wonderful efforts. A few years ago I followed Tom on a couple of platforms on this very subject and both times he hit the Pell Grant issue with ferocity. The segue to my research was perhaps timely. We have found (with the help of Ed St. John, Don Hossler et al’s help in a longevity study, n=1700) that purpose-guided education works for all socio-economic groups. All odds ratios were positive. In The Purpose Guided Student (spring ’08, McGraw-Hill) and Why I Teach (Ibid., linda_shreiber@mcgraw-hill.com) I unpack this more fully, or see “Student Success or Student Non-dissatisfaction” (Growth, spring no. 6, 2006). StrengthsQuest (Gallup) is also helpful in beginning closer to the students’ key motivational issues. In short, regardless of the remedial help and environmental support (“scaffolding”)—which is important—there is a deeper issue, intrinsic motivation. In short, “the dream needs to be stronger than the struggle.” Wintley Phipps’ Dream Academy project includes dreams as one of key components in his efforts with K-12 students (simultaneous with remedial components). My hope is that nationally, and especially in Kirwan’s group, that a serious look is given to this motivational aspect as the fulcrum of the student success issues. The indefatigable Chip Anderson often said, “If the Why is big enough the How will show up.” As a first-generation student from poverty, I believe that—but it’s only anecdotal. What the collaborative research is showing here in Indiana is that it’s a common element—if we can help students find their purpose, regardless of their socio-economic profile, they’re more likely to succeed. At IWU we’ve developed a Center for Life Calling and Leadership with a core of classes required of all undeclared students. The program might be of help to those interested (http://clcl.indwes.edu/). Given the above research mentioned, we also have added a dean and an associate dean of mentoring and a 400-bed “Mentoring Residence Hall” (optional for first-year, and filled immediately). All said, retention and graduation rates both climbed 20%. Our schools are all different, and what I like about Kirwan’s project, like what Scott Evenbeck (IUPUI) is especially known for in Indiana, is that you have best practices built in your assessment in addition to the open outcomes sharing. Thanks for this update. JP

Jerry Pattengale, AVP for Scholarship & Grants at Indiana Wesleyan University, at 7:40 am EDT on October 31, 2007

Two more great resouces

Two more great resources: Peter Sacks’ new book Tearing Down the Gates: Confronting the class divide in American education (See IHE interview with the author http://www.insidehighered.com/news/2007/05/09/sacksAlso, Sacks did an online seminar on the topic with us (Go tohttp://www.magnapubs.com/catalog/cds/600644-1.html for more information. — Kate Stover

Kate Stover, Editor at Magna Publications, at 10:15 am EDT on October 31, 2007

tracking and rates

I would hope that this initiative looks at more than students who start and finish at the institution. Enrollment and graduation are not necessarily always a straight road. Discoveries, transfer and growth; challenges, transfer, growth and sometimes more transfer are typical patterns. It would be nice if we were clairvoyant and made perfect choices but life has a way of getting in the way. Bottom line? Track all students who enter and leave these institutions at any point. They may start at community colleges and that may be the most efficient place to start (so say I who is employed at a Maryland community college); they may transfer to another four year institution; and they may go back and forth among them. True statistics will have to reflect every student who enrolls at a participating institution for a longer time than four or six years and once they cross that institution’s threshold, they must be tracked as to what they did before and afterwards to determine real success and give these statistics real meaning. Federal graduation rates are not tracked this way. Later, perhaps, we can look at creating straighter paths (better advice, finances and support to maintain enrollment, mentors, job options, etc.)but it will never be absolute. Discovery comes at different times for different people and life forces choices that may or may not be good in the long and short runs. Credibility is increased by transparency of statistical design. I applaud this initiative. I just want to be confident that the results will speak to what we really need to know and are really inclusive.

Dorothy, Montgomery College, a Md. community college, at 10:58 am EDT on October 31, 2007

Why is there an “Achievement Gap?”

This is another bizarre IHE article lacking fundamental journalistic quality. Did it ever strike the journalist to ask the question, “How can an Achievement Gap be fixed if we do not know the cause of it?”

Why would anyone think that an “Achievement Gap” (what a wonderfully passive phrase) would primarily be a result of funding?

The “Achievement Gap” between asians and blacks is staggering and has nothing to do with funding. At no income levels do blacks outscore whites or asians. Indeed, the poorest asians and whites outscore the most affluent blacks on the SAT and in retention. How will funding change that?

Forcing equal outcomes regardless of dramatic differences in ability requires continuous streams of energy to prop up a fallacy — just ask the Soviet Union who tried to do it for 70 years.

ACF, at 11:25 am EDT on October 31, 2007

Other Causes

Greetings, I always ask my students why they are withdrawing from my class or not doing well in class. The benchmark response is “I’m working two jobs and don’t have the time or energy.” Over the years this has indicated to me that there are socio-economic factors that also need to be resolved. I know that for several years, Chancellor Kirwan has been passionate about working to narrow the achievement gap. But, this might be bigger than all of us, although higher education is poised to do something, albeit a small part, about the real root causes.Sincerely, Art H

Art Huseonica, Contingent Faculty at UMUC and AAUP Maryland Conference, at 12:31 pm EDT on October 31, 2007

Who is ACF? Is that the pen name of the very famous James Watson?

I have a suggestion to bridge the gap: Since minorities’ ancestors built our very great and very affluent nation through physical labor, and no one has even been brave enough to apologize for the years of slavery, the solution to the gap is a payback for past ills. All black students who make 20 on the ACT receive full scholarships to the colleges of their choice that accept them. The students should first apply to the Ivy League Colleges and Universities, then to state Colleges and universities and then to traditionally black colleges and universities. Somebody is likely to take them. This way at least all the black students who finish high school will have entered college. The process can then be repeated for law schools, medical schools and engineering schools. I also like to see the federal government build new black schools. It is quite noticeable throughout the country that almost all the black colleges are from the 18 hundred. We need newer and more modern schools to close the gap and to keep pace with modernization. I like to see this implemented next year as soon as President Barack Obama is inaugurated.

Nathan, at 1:00 pm EDT on October 31, 2007

The minority achievement gap starts as early as fourth grade. So where should we spend money to fix it?

Jack, Too late?, at 7:55 pm EDT on October 31, 2007

Second to CJProf

As I mentioned a lot in my postings, I agree with CJProf that the root of the problem is the society.

The success of most Asian, most but not all, should shed lights on some of the claims. My father used to say it take generations to prosper. I understand that this is a passive action, but it shows the patient and willingness in invest everything in their children — they have taken all of these as their responsibilities. With kids of my own, I understand how difficult it is to implant the right attitudes in them.

Duncan, at 12:50 pm EDT on November 1, 2007