Skip to main content

Redefining Student Success


 

Redefining Student Success

Commentary

 
By Jamillah Moore, Published October 31, 2016
 
 
While, society widely accepts the importance and value of higher education as a public good, fewer than 40 percent of our nation’s undergraduates complete a college degree within six years, according to the National Center for Education Statistics. This reality places pressure on college campuses to improve time to completion for their students.
 
Addressing the lengthy six-year timeline begins with a broad focus by increasing college completion rates. According to a report by California Competes, California needs to produce 11.9 million degrees – inclusive of bachelor’s degrees, associate degrees and one- and two-year certificates – by 2025 to remain economically competitive. Currently, however, the state is slated to produce only 9.5 million degrees, resulting in a degree gap of 2.4 million. 
To achieve real student success, higher education institutions can narrow or close the degree gap by accelerating student pathways to completion. 
Taking six years to complete college also contributes to higher student debt. Additional time spent earning a degree versus earning an income, along with the rising costs of college itself, reinforce doubts among many potential students as to whether they should aspire to earn a college degree.
According to the Institute for College Access and Success (TICAS), 55 percent of 2013 California graduates had college loans, with an average of $20,340 per borrower. While this is lower than the national average, the high cost of living puts Californians at risk of exceeding the national average soon.
 
Looking at options
The California Legislative Analyst’s Office (LAO) is studying the issue more closely. In analyzing various options to reduce debt, LAO is evaluating the advantages of the consolidating existing financial aid programs into one entitlement grant program that takes into account the total cost of college attendance, including tuition and fees, books and supplies, room and board, and transportation. That includes the Cal Grant Program, Middle Class Scholarship, Campus-based financial aid awards, and the California Community College Board of Governor’s Fee Waiver
The intent is to establish options that ensure, once fully phased in, every student will be able to cover college costs with an appropriate family contribution for middle and higher income families, earnings from a part-time job, and federal financial aid for eligible students.  While this is an important first step, the jury is still out on how financial-aid consolidation into a single entitlement grant will remedy cost increases while maintaining equity throughout the state.
 
As higher education leaders, we believe the state’s colleges need to focus on key areas that directly contribute to a student getting a degree. And luckily, potential solutions are plentiful. They include: 
  • Develop a system for improving and expanding outreach to adult learners.
  • Increase access to college-credit courses for high school students so they can earn their associate degree or credits toward a degree while completing high school.
  • Promote full-time attendance, particularly at community colleges and California State University (CSU), as studies demonstrate full-time students are more likely to complete college.
  • Promote multiple measures for assessment (e.g., considering a student’s prior work experience, GPAs or SAT exam scores or assessment algorithms that weigh students’ high school achievement and scores on a standardized assessment to predict performance) of college students’ math and English abilities to help reduce time-consuming, costly and sometimes ineffective remedial education.
  • Encourage institutions to implement “cultural competence” in the curriculum that will support traditionally underrepresented students, and support diversity, social justice and achieve equity on campus and help increase retention rates.
  • Help to provide transportation and housing to students by leveraging partnerships and developing networks of support for low-income students, especially those who are experiencing homelessness, a population that makes up roughly 10 percent of CSUs students.
  • Implement registration processes that allow students to enroll for an entire academic year at one time – analogous to high school course registration, which encourages students to develop yearlong academic plans, rather than the standard college class registration process of one semester or one quarter at a time. 
Some of these strategies are low-hanging fruit; others require more time and resources to make happen. However, one thing is sure:  if implemented, more students — and particularly more underserved students — will find themselves with degrees in hand. 
 
The promise of California’s Master Plan was that college would be a benefit guaranteed to all Californians who sought to pursue it. If the impending gap in degrees is not addressed as a priority, we will be conscribing at least 2.4 million Californians to a future in which they will not contribute as fully or as meaningfully to their communities or to the state’s varied regional economies. 
 
Jamillah Moore is president of Cañada College in Redwood City, California, and serves on the California Student Aid Commission. She is the author of the book Race and College Admissions: A Case for Affirmative Action (2005).
 
 

Comments

Popular posts from this blog

Join us for Artistry in Fashion on Saturday, Sept. 28

Have you ever dreamed about being a fashion designer? Do you enjoy the fun and creativity that goes into designing beautiful clothing? If you are a fashionista – or even if you’re not, come join us at Cañada College on Saturday, Sept. 28 from 10 am to 4 pm for the 22nd annual Artistry in Fashion event.

Since 1991, the Cañada College Fashion Department has hosted Artistry in Fashion, bringing together fashion lovers, students, faculty, and premier local designers and fabric artists for an exciting day of fashion and creativity, all for the benefit of student scholarships and materials. Don’t miss a dazzling fashion show by esteemed fashion educator and Director of the Center for Pattern Design, Sandra Ericson. Learn what it takes to become a fashion designer from Cañada's acclaimed fashion instructors. You'll also have the opportunity to buy clothing, jewelry, and other fashions on sale from more than 60 local designers.

Admission is only $10 and benefits the Canada College Fashio…

Alaa Aissi Awarded Prestigious Scholarship

2014 Cañada Graduate Alaa Aissi has been awarded the Regents’ and Chancellor’s Scholarship from UC Berkeley. The scholarship is the most prestigious and the highest honor awarded by the university to an undergraduate. It attracts, retains, and graduates the most sought-after students in the world. After the pool of over 90,000 Cal applicants is thoroughly reviewed, only the top 1 percent of incoming students are invited to be interviewed by Berkeley faculty. From there only two hundred students receive the scholarship. Benefits of the scholarship include a Faculty Mentor, research fellowship opportunity, further networking with faculty and fellow scholars throughout their academic careers, along with a monetary award. Upon receiving this honor, Alaa expressed, “I am humbled by the opportunity to have received this scholarship and to be a part of the Regents’ and Chancellor¹s Scholars Association. I am looking forward to being lauded at the Chancellor¹s residence at this fall’s recept…

Learning English Led to a New Life for Redwood City’s Patricia Segura

After moving from Mexico five years ago, Patricia Segura knew she would have to master English to stay in the United States, find a job, and fulfill her goal of studying to become a nurse. But without command of the language, going to college seemed impossible.

“When I decided to stay in this country, I wanted to keep studying as I was doing in my country,” she said. “Learning English became a new short-term goal in my life. I wanted to study English in college but I had to start from the beginning.”

She began taking community-based English courses offered by Cañada College at Sequoia High School. Later she moved to John Gill Elementary School to take a course because her nephew was in the class. When she finished her course at John Gill, Segura’s professor helped her sign up for the first level of English as a Second Language at Cañada College.

“When I started at Cañada, my goal was to learn English to find a job,” she said. “Now I'm pursuing my goal of becoming a nurse. The more I …